Bibliographic Details
| Title: |
School‐Based Interventions for Drug Use Prevention Among Adolescents: A Scoping Review. |
| Authors: |
Said, Sunandar (AUTHOR), Palutturi, Sukri (AUTHOR), Irwandy (AUTHOR), Razak, Amran (AUTHOR), Syamsuar (AUTHOR), Fajarwati Ibnu, Indra (AUTHOR) |
| Source: |
Journal of School Health. Mar2026, Vol. 96 Issue 3, p1-18. 18p. |
| Subjects: |
Substance abuse prevention, Research funding, Culture, Descriptive statistics, Teenagers' conduct of life, Systematic reviews, MEDLINE, Ability, Online information services, Police, School health services, Training, Adolescence |
| Abstract: |
Background: Drug abuse among adolescents is a global public health challenge. While schools are key environments for prevention, the impact of facilitator types and cultural contexts on program success requires clarification. Methods: This scoping review followed JBI and PRISMA‐ScR guidelines. A systematic search of four databases (2015–2025) yielded 27 eligible studies for thematic analysis. Findings: Interventions targeting life skills led by teachers or peers consistently produced positive outcomes. Conversely, programs led by external authorities, such as police, showed mixed results. For instance, police‐led initiatives effective in the US initially showed no impact or adverse effects in Brazil. Evidence indicates that rigorous cultural re‐adaptation can eliminate these harms, highlighting that cultural alignment is a prerequisite for program safety. Implications for School Health Policy, Practice, and Equity: Policy should prioritize tailoring interventions to local contexts over rigid adoption of foreign models. Adaptation is a stepwise process: first ensuring safety, then aiming for effectiveness. Facilitator success relies more on trust and pedagogical skill than formal authority. Conclusions: In school‐based prevention, the messenger is as critical as the message. Success depends on contextual relevance and building genuine trust with adolescents. [ABSTRACT FROM AUTHOR] |
|
Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Psychology and Behavioral Sciences Collection |
