Drug Abuse Resistance Education

Logo of Drug Abuse Resistance Education (DARE)

Drug Abuse Resistance Education (D.A.R.E.) is an education program that seeks to prevent use of controlled drugs, membership in gangs, and violent behavior. It was founded in Los Angeles in 1983 as a joint initiative between the Los Angeles Police Department and the Los Angeles Unified School District as a drug control strategy that involves uniformed police officers teaching a formal curriculum to students in a classroom setting.

History

The D.A.R.E. program began in 1983 and quickly expanded nationwide and abroad. Initially focused on drug use prevention, its curriculum has evolved to include lessons on violence, bullying, internet safety, and other high-risk circumstances that today's students face. The program's approach is based on the socio-ecological model of prevention, aiming to educate not only children but also their families and communities to foster environments that deter substance abuse and violence.

Curriculum

The D.A.R.E. curriculum is designed to be taught by police officers over a series of classroom lessons. These lessons include lectures, workbooks, and interactive activities that encourage students to resist peer pressure and make positive life choices. The curriculum has undergone several revisions over the years, with a significant shift in the 2000s to incorporate the findings of research on effective substance abuse prevention. The current curriculum, known as "Keepin' it REAL", is based on social and emotional learning strategies that teach students decision-making skills and resilience.

Effectiveness

The effectiveness of D.A.R.E. has been a subject of debate among researchers. Early evaluations of the program suggested that it had little to no impact on preventing drug use among participants, with some studies indicating that D.A.R.E. graduates were just as likely to use drugs as non-participants. However, proponents of the program argue that revisions to the curriculum and a broader focus on decision-making and self-esteem have improved its outcomes. Recent studies on the updated curriculum have shown more promising results, though the consensus among researchers is that further evaluation is needed.

Criticism

Critics of D.A.R.E. have raised concerns about its cost-effectiveness and overall impact on drug use rates. Some argue that the program's initial lack of evidence-based practices contributed to its ineffectiveness. Additionally, the direct involvement of law enforcement in education has been criticized for potentially fostering negative interactions between young people and police. Despite these criticisms, D.A.R.E. remains a popular program in many communities, largely due to its positive messaging and the proactive role of law enforcement in youth education.

Global Reach

D.A.R.E. has expanded internationally, with programs in dozens of countries around the world. This global presence underscores the universal challenges of drug abuse and violence that communities face, as well as the widespread appeal of prevention education as a strategy to address these issues.

Conclusion

While D.A.R.E. has faced scrutiny and calls for improvement, its enduring presence in schools and communities speaks to a continued commitment to preventing drug abuse and violence among youth. As research evolves and the program adapts, D.A.R.E. aims to remain a relevant and effective component of comprehensive drug prevention efforts worldwide.