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Educators' perceptions of the D.A.R.E. program

J F Donnermeyer1, T N Wurschmidt

  • 1Ohio State University, Columbus, USA.

Journal of Drug Education
|January 1, 1997
PubMed
Summary
This summary is machine-generated.

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Educators highly rate the Drug Abuse Resistance Education (D.A.R.E.) program, especially its interactive elements and perceived student impact. Program components significantly predict overall quality and effectiveness, highlighting the role of educators in prevention education.

Area of Science:

  • Education
  • Public Health
  • Criminology

Background:

  • The Drug Abuse Resistance Education (D.A.R.E.) program is a widely implemented school-based prevention initiative.
  • Understanding educator perceptions is crucial for evaluating and improving prevention education strategies.
  • Stakeholder feedback, particularly from teachers and principals, offers valuable insights into program effectiveness.

Purpose of the Study:

  • To examine educators' perceptions of the D.A.R.E. program.
  • To identify factors influencing educators' views on program quality and student impact.
  • To assess the predictive power of D.A.R.E. program elements on educator ratings.

Main Methods:

  • A statewide survey was administered to 286 fifth and sixth grade teachers and principals.

Related Experiment Videos

  • Descriptive statistics were used to summarize educator ratings of program components and overall effectiveness.
  • Block regression analysis was employed to determine the predictive factors of educators' perceptions.

    • Main Results:

    • Educators provided high ratings for teacher/officer interaction, role-playing exercises, and the graduation ceremony.
    • Overall program quality and perceived impact on students received high ratings from educators.
    • D.A.R.E. program elements were significant predictors of educators' ratings for overall quality (explaining 54% of variance) and student impact (explaining 38% of variance).

    Conclusions:

    • Educator perceptions of the D.A.R.E. program are largely positive, with specific components receiving the highest commendation.
    • The study underscores the significant influence of D.A.R.E. program elements in shaping educators' overall assessment of the program's quality and impact.
    • Teachers and principals are vital stakeholders whose perspectives are essential for the success and refinement of prevention education programs.