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Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii

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Listed:
  • Beets, M.W.
  • Flay, B.R.
  • Vuchinich, S.
  • Snyder, F.J.
  • Acock, A.
  • Li, K.-K.
  • Burns, K.
  • Washburn, I.J.
  • Durlak, J.

Abstract

Objectives. We assessed the effectiveness of a 5-year trial of a comprehensive school-based program designed to prevent substance use, violent behaviors, and sexual activity among elementary-school students. Methods. We used a matched-pair, cluster-randomized, controlled design, with 10 intervention schools and 10 control schools. Fifth-graders (N=1714) selfreported on lifetime substance use, violence, and voluntary sexual activity. Teachers of participant students reported on student (N=1225) substance use and violence. Results. Two-level random-effects count models (with students nested within schools) indicated that student-reported substance use (rate ratio [RR]=0.41; 90% confidence interval [CI]=0.25, 0.66) and violence (RR=0.42; 90% CI=0.24, 0.73) were significantly lower for students attending intervention schools. A 2-level random-effects binary model indicated that sexual activity was lower (odds ratio=0.24; 90% CI=0.08, 0.66) for intervention students. Teacher reports substantiated the effects seen for student-reported data. Dose-response analyses indicated that students exposed to the program for at least 3 years had significantly lower rates of all negative behaviors. Conclusions. Risk-related behaviors were substantially reduced for students who participated in the program, providing evidence that a comprehensive school-based program can have a strong beneficial effect on student behavior.

Suggested Citation

  • Beets, M.W. & Flay, B.R. & Vuchinich, S. & Snyder, F.J. & Acock, A. & Li, K.-K. & Burns, K. & Washburn, I.J. & Durlak, J., 2009. "Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii," American Journal of Public Health, American Public Health Association, vol. 99(8), pages 1438-1445.
    • Handle: RePEc:aph:ajpbhl:10.2105/ajph.2008.142919_2
    DOI: 10.2105/AJPH.2008.142919
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    Cited by:

    1. Stalker, Katie Cotter & Wu, Qi & Evans, Caroline B.R. & Smokowski, Paul R., 2018. "The impact of the positive action program on substance use, aggression, and psychological functioning: Is school climate a mechanism of change?," Children and Youth Services Review, Elsevier, vol. 84(C), pages 143-151.
    2. Bahramnejad, Ali & Iranpour, Abedin & Karamoozian, Ali & Nakhaee, Nouzar, 2020. "Universal school-based intervention for increasing resilience, and its effect on substance use," Children and Youth Services Review, Elsevier, vol. 118(C).
    3. Melissa Sollom, 2021. "A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 11(2), pages 1-1, November.
    4. Naida Silverthorn & David L. DuBois & Kendra M. Lewis & Amanda Reed & Niloofar Bavarian & Joseph Day & Peter Ji & Alan C. Acock & Samuel Vuchinich & Brian R. Flay, 2017. "Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial," SAGE Open, , vol. 7(3), pages 21582440177, July.
    5. Zack, Melissa K. & Karre, Jennifer K. & Olson, Jonathan & Perkins, Daniel F., 2019. "Similarities and differences in program registers: A case study," Evaluation and Program Planning, Elsevier, vol. 76(C), pages 1-1.
    6. Ullrich-French, Sarah & Cole, Amy N. & Montgomery, Anna K., 2016. "Evaluation development for a physical activity positive youth development program for girls," Evaluation and Program Planning, Elsevier, vol. 55(C), pages 67-76.
    7. Rita Tamambang & Kwabena Kusi-Mensah & Tolulope Bella-Awusah & Olusegun Ogunmola & Adeola Afolayan & Elona Toska & Lucas Hertzog & William Rudgard & Robin Evans & Heidi Stöeckl & Lucie Cluver & Olayin, 2024. "Two are Better Than One but Three is Best: Fast-Tracking the Attainment of the Sustainable Development Goals (SDGs) Among In-School Adolescents in Nigeria," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(5), pages 2219-2241, October.
    8. Jiménez-Barbero, José Antonio & Ruiz-Hernández, José Antonio & Llor-Zaragoza, Laura & Pérez-García, María & Llor-Esteban, Bartolomé, 2016. "Effectiveness of anti-bullying school programs: A meta-analysis," Children and Youth Services Review, Elsevier, vol. 61(C), pages 165-175.

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