What Works in School-Based Programs to Prevent Substance Use? A Systematic Review of Meta-Analyses

Abstract

Although many meta-analyses provide fruitful information about effective components of school-based prevention programs, they usually focus on one or few substances, a specific type of program and age group, or analyze limited components. This study aimed to explore all available meta-analyses that report effective and ineffective components in school-based prevention programs for substance use. A systematic search strategy was independently conducted by two authors across different databases. Out of the initial 1,631 documents found, only 12 finally met all the inclusion criteria and were included in the review. Findings indicate that effective school-based programs to prevent substance use should be based on mixed theoretical models, delivered by a teacher and a professional, and use an interactive methodology. Additionally, all ages benefit from health education, but skills acquisition needs to be adapted to the stage of development. Moreover, the benefits of including family and community could depend on the type of substance.