Research and Data Division

May 2014

Note: These research summaries are not implied to be the full extent of review that could be conducted on these

topics. Research and review was focused on the most recent literature available, with attempts to identify

appropriate meta-studies (a comprehensive review of many studies) that have already been conducted.

Effectiveness of School-based Alcohol Misuse and Drinking/Driving Programs

Education has been the cornerstone of many traffic safety campaigns. In addition to improving knowledge

School-based educational prevention programs have been studied extensively for the past two decades.

While most studies fail to show any significant effects of these programs, there is a lack of strong evaluation

design, evaluation of long-term outcomes, and evaluation of alcohol-related crashes as an outcome

measure. Generally, school-based alcohol misuse and drinking/driving interventions have been shown to

produce short-term changes in knowledge and attitudes, but do not produce changes in behavior.

Statistically significant changes in knowledge and attitudes are not sustained. Well known alcohol

prevention school-base programs, such as DARE, Every 15 Minutes, and Grim Reaper/Mock Crashes, have

not produced significant, long-term outcomes on attitudes or behavior.

School-based alcohol prevention programs that have produced effective outcomes, ranging from short- to

long-term, share some essential components. These programs are developed from existing evidence-based

involvement also greatly contributes to the success of school-based intervention programs. Even with

evidence-based principles, sufficient planning and strong implementation of any program is absolutely

essential to its success.

Note: These research summaries are not implied to be the full extent of review that could be conducted on these

topics. Research and review was focused on the most recent literature available, with attempts to identify appropriate

meta-studies (a comprehensive review of many studies) that have already been conducted.

Reference Summaries:

Foxcroft & Tsertsvadze. (2011). Universal School-Based Prevention Programs for Alcohol Misuse in Young

People. Cochrane Database of Systematic Reviews. 5, Art. No. CD009113.

This Cochrane meta-review analyzed 53 studies, 41 of which conducted in the U.S., focused on

school-based programs for alcohol prevention. Six of eleven alcohol-specific interventions found

statistically significant positive outcomes, however the outcomes were limited to certain subgroups

programs.

Durlak, Weissberg, Dymnicki, Taylor, & Schellinger. (2011). The Impact of Enhancing Students’ Social

Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development,

82(1), 405-432.

Schools have a major role to play in social and emotional development of children but have limited

resources and experience intensive pressures to enhance academic and cognitive performance.

Failure to achieve social-emotional competence can lead to a variety of personal, social, and

academic difficulties. This meta-review analyzed 213 studies (involving 270,034 students) of

universal school-based interventions in the context of social and emotional learning across multiple

outcomes. Programs that include emphasis on social-emotional competencies and attitudes yielded

(ATOD) Prevention. Springfield, IL: Prevention First.

Fatal Vision® Goggles (FVG) are used in interventions to educate participants about the impairing

effects of alcohol and prevent drunk driving behavior. While limited evaluations exist, studies to

date suggest the FVG use has no impact on behavioral outcomes and have been shown to be no

more effective among observers than watching a five-minute anti-drunk driving video. Some

studies have shown a change in self-reported attitudes toward drunk driving, but those effects

dissipated within four weeks of the FVG intervention. These short-term changes in attitudes were

not accompanied by a decrease in drunk driving. FVG does not meet the criteria to qualify as

evidence-based practice.

Note: These research summaries are not implied to be the full extent of review that could be conducted on these

topics. Research and review was focused on the most recent literature available, with attempts to identify appropriate

meta-studies (a comprehensive review of many studies) that have already been conducted.

Anderson, Chisholm, & Fuhr. (2009). Effectiveness and Cost-Effectiveness of Policies and Programmes to

Reduce the Harm Caused by Alcohol. Lancet. 373, 2234-2246.

education for alcohol prevention show some positive effects on increased knowledge and improved

attitudes, but there is no sustained effect on behavior. Parenting programs have shown noted

reductions in alcohol use, however outcomes are not consistent among studies. Devotion of scarce

resources to interventions that do not reduce harm caused by alcohol, as seen for information and

education delivered independently, is not economically rational and serves only to divert resources

away from efficient prevention and control strategies.

Jones, James, Jefferson, Lushey, Morleo, Stokes, et. al. (2007). A Review of the Effectiveness and Cost-

Effectiveness of Interventions Delivered in Primary and Secondary Schools to Prevent and/or

Reduce Alcohol Use by Young People under 18 years old. National Collaborating Centre for Drug

Prevention.

Evidence suggests that classroom-based programs led by external contributors (such as the DARE

program) have no medium- or long-term effects on alcohol use. Other school-based programs, such

as counseling, peer support, and teacher training, have also shown little to no effect on underage

alcohol use. Programs that begin early in childhood, combine school-based curricula with parent

education, and which target a range of problem behaviors do show long-term effects on drinking

patterns. Short-term effects were also shown when similar curricula was introduced in secondary

schools, but long-term effects were not examined. There is inconsistent and insufficient evidence

supporting the cost-effectiveness of school-based interventions aimed at reducing underage

alcohol use. School-based brief interventions, family-inclusion programs, and harm-reduction

through skill-based activities were less costly and more beneficial than classroom-based drug

Note: These research summaries are not implied to be the full extent of review that could be conducted on these

topics. Research and review was focused on the most recent literature available, with attempts to identify appropriate

meta-studies (a comprehensive review of many studies) that have already been conducted.

elements that include students, parents, educators, administrators, health systems, and law

enforcement. Modeled after Every 15 Minutes and Grim Reaper, Shattered Dreams is more

comprehensive and intensive, including events spanning two full days and planning at least six

months in advance to organize and develop the specific program teams to solicit community

participation and support. Direct student volunteers also attend an overnight retreat prior to the

event where the central focus is skill-building activities. The evaluation showed positive immediate

effects on attitudes toward drinking and driving, however long-term impacts were not evaluated

and no control group comparisons were included.

Price, Salazar, Munoz, & Owen. (2004). A Quasi-Experimental Evaluation of the Shattered Dreams

Program. University of Texas Health Science Center at San Antonio, South Texas Injury Prevention

and Research Center.

This study evaluated the same Shattered Dreams program reported in Salazar, et. al. (2006).

Overall, the evaluation showed that the program improved student confidence in refusing alcohol

and managing peer influence and risk situations, at least in the immediate short-term among direct

student participants. The program showed improved knowledge among the parent participants of

zero tolerance laws and consequences of underage drinking. The evaluation did not show

significant changes among student observers of the program.

Bordin, Bumpus, & Hunt. (2003). Every 15 Minutes: A Preliminary Evaluation of a School-Based

attitudes about alcohol. Long-term outcomes and actual alcohol use and driving behavior were not

evaluated.

Foxcroft, Ireland, Lowe, & Green. (2002). Primary Prevention for Alcohol Misuse in Young People

(Review). Cochrane Database of Systematic Reviews.3, Art. No. CD003024.

This meta-review included studies evaluating educational and psychosocial prevention programs

targeted at youth. Several programs showed evidence of ineffectiveness. Programs found to be the

most effective centered on family and culturally focused skills training. Among studies reporting

only short-term outcomes, 15 reported partially effective programs whereas 24 reported non-

significant outcomes. Four studies actually showed increases in drinking behaviors. Among studies

evaluating medium-term outcomes, 12 studies reported partially effective interventions, however

Note: These research summaries are not implied to be the full extent of review that could be conducted on these

topics. Research and review was focused on the most recent literature available, with attempts to identify appropriate

meta-studies (a comprehensive review of many studies) that have already been conducted.

determined ineffective after long-term follow-up, including DARE and Project ALERT (the review

provides a complete list of specific programs evaluated). Although 56 studies total were included in

this review, the diversity of interventions, settings, and outcome measurement precluded a formal

th

grade students. Intervention (1,820 students) and control (2,815 students) groups were followed

for an average of 7.6 years after licensure. The evaluation showed a marginally significant effect on

serious offenses, including alcohol-related offenses, after controlling for several other variables,

however the effect was only found following the first year of licensure. This positive effect was

strongest among students who initially reported drinking less than one drink per week. These

findings suggest that high-school based alcohol prevention programs can positively affect

subsequent driving behaviors, but this effect is not sustained and limited to students who do not

use alcohol regularly.

Hover, Hover, & Young. (2000). Measuring the Effectiveness of a Community-Sponsored DWI Intervention

for Teens. American Journal of Health Studies. 16(4), 171-176.

The Greene County DWI task force requested an evaluation of the Springfield, Missouri Every 15

support, and sustained educational programs.