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Current and Future Directions in Elementary School Drug Prevention

For the past several decades, policy statements have consistently endorsed early prevention as a key concept (O’Connell, Boat, & Warner, 2009). Early prevention in its purest form is intended to include students in all grades from kindergarten through high school. School is not necessarily the only setting in which large scale prevention can occur. However, school-based efforts have been the most routinely addressed. Much like Willie Sutton who robbed banks because that was where the money was, prevention is school-focused because that is where children are. With the policy mandate and the captive audience schools provide, the grand hope is that evidence-based interventions will be widely adopted and effectively delivered. Clearly, this simple logic strongly supports the types of efforts described by the authors of the articles included in this volume. Yet, like all endeavors, there are always complications. All human behavior is complex. This axiom appears to be true: Anything that is complex, upon closer examination becomes more complex. Targeting elementary school aged youth with interventions does not guarantee preventive effects. Indeed, in some cases, preventive efforts may actually have the unintended effect of increasing early experimentation. From the survey of schools conducted by Sean Hanley and his colleagues (this volume), we learn that, in 2005, more than a third of elementary schools had adopted an evidence-based program with nearly a quarter using the elementary school version of Life Skills Training (Botvin, Griffin, Paul, & Macaulay, 2003). In all respects, this represents a remarkable success for the dissemination of evidence-based prevention programs. From our own data and from conversations