We find ourselves at a crossroads in school-based prevention strategies. Despite decades of research, many schools continue to rely on outdated and ineffective methods to address issues such as substance misuse, traffic safety, and mental health. It’s time to move beyond these ineffective strategies and embrace a more empowering approach that involves an underused resource: our teen leaders.

The Ineffectiveness of Traditional Strategies
Traditional school-based prevention strategies often include scare tactics, moralistic appeals, one-time assemblies, or testimonials by former addicts. Research has consistently shown that these methods do not effectively reduce substance misuse or other risky behaviors among students. Programs that rely solely on information dissemination, fear arousal, or self-esteem enhancement without providing practical skills and normative education fail to create lasting change.
Most Commonly Used Ineffective Strategies:
1. Scare Tactics Programs that rely on fear—such as graphic images, shocking statistics, or exaggerated worst-case scenarios—are designed to shock students into abstaining from substances. While such approaches may grab attention in the short term, research consistently shows that scare tactics do not lead to sustained behavior change.
Why They Don’t Work:
Fear-based messages can cause students to disengage, particularly if they feel the messaging is exaggerated or unrealistic.
Adolescents often perceive themselves as invincible, which can lead them to dismiss or minimize the risks portrayed.
Scare tactics can inadvertently normalize substance use by focusing heavily on its prevalence and consequences.
2. One-Time Assemblies or Events School-wide assemblies featuring motivational speakers or dramatic performances are often used to address substance misuse. While these events can be engaging and memorable, they lack the follow-up necessary to reinforce key messages.
Why They Don’t Work:
Behavior change requires consistent messaging over time, which one-time events cannot provide.
Any effectiveness fades quickly without additional activities to build on the assembly’s message.
Students often view these events as interruptions rather than integral parts of their education.
3. Testimonials of Substance Misuse Some programs feature individuals who share personal stories of addiction and recovery. The goal is to discourage use by highlighting the negative consequences of substance misuse. However, these testimonials can have unintended consequences.
Why They Don’t Work:
Hearing about substance misuse can spark curiosity rather than deter use, especially if the speaker’s story includes moments of perceived “glamour” or excitement.
Students may feel disconnected from the speaker’s experience, believing “it won’t happen to me.”
Focusing on extreme cases can overshadow the broader, evidence-based prevention message.
The Need for a New Approach
To create meaningful and lasting change, we must shift our focus from these ineffective strategies to approaches that empower students to participate actively in their prevention efforts. Let’s consider the “mentor mindset” concept, as researched by David Yeager, Ph.D.
The Mentor Mindset: A New Paradigm
David Yeager’s research on the “mentor mindset” offers valuable insights into how to engage and motivate young people. The mentor mindset is a leadership style that emphasizes high standards, transparency, and leveraging peer stories to create a motivating environment for students. By adopting this mindset, educators and community leaders can facilitate a sense of ownership and responsibility, encouraging students to participate actively in prevention efforts.
Empowering Teen Leaders
By involving teen leaders in designing and implementing prevention programs, we can create more relevant and impactful initiatives. These student leaders have a unique ability to connect with their peers on a deeper level and serve as positive role models.
Teen leaders can facilitate peer-led discussions, mentor younger students, and provide valuable feedback on the effectiveness of prevention strategies. Their involvement enhances the credibility of the programs and ensures that the specific needs and concerns of the student body are more likely to be addressed.
Conclusion
To move forward, we must move beyond outdated and ineffective school-based prevention strategies and embrace approaches that empower our teens. Adopting the mentor mindset and involving students as active partners in prevention efforts can create a more supportive and motivating environment that fosters lasting change.
If you want to learn more about starting a SADD chapter in Indiana, please get in touch with me. If you’re outside of Indiana, please visit the national SADD website.
References:
Prevention Tools: What Works, What Doesn’t (https://www.hca.wa.gov/assets/program/px_tool_what_works_what_doesnt.pdf)
The Mentor Mindset: The New Science of Motivation (https://learn.nisod.org/item/the-mentor-mindset-science-motivation-599605)
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