Bridging Culture and Prevention: Facilitators of Success in a Culturally Grounded Drug Prevention Program for Rural
Zoe Primack1, Tessa Palafu1, Savannah Goshgarian-Miller1
1The Baker Center for Children and Families, 53 Parker Hill Ave., Boston MA 02120, USA.
Abstract:
Culturally grounded substance use prevention programs for Native Hawaiian and Pacific Islander (NHPI) youth highlight ecological and historical contexts that traditional interventions overlook. Guided by the Consolidated Framework for Implementation Research (CFIR), this study examined implementation facilitators of Ho'ouna Pono (HP), a culturally grounded school-based drug prevention program, for rural, Native Hawaiian middle school students on Hawai'i Island. A 27-item survey based on CFIR domains (Intervention Characteristics, Outer Setting, Inner Setting, Characteristics of Individuals, and Process) was developed by Okamoto et al. 2024 from 22 interviews with educational staff from the Hawai'i Department of Education. Two hundred and four respondents provided demographic information and ranked their top three HP program facilitators. Findings indicated that intervention characteristics, such as HP's place-based approach and developmental appropriateness, were the strongest facilitators across all roles and regions. Schools in geographically isolated areas were more likely to endorse intervention-driven facilitators, whereas those in more populated regions were concerned with administrative and district alignment. Teachers were particularly enthusiastic about a flexible curriculum that allowed for autonomy in delivery. These findings highlight the significant implications for guiding the development and implementation of culturally grounded prevention programs.
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