This week participants from around the world will gather in San Francisco for the Association for Positive Behavior Support's annual conference. APBS is an organization of practitioners who use evidence-based methods to build safe and supportive environments for students to thrive and learn. Check out the below chart to see how Too Good programs align with Positive Behavioral Intervention and Support.
What if the most effective way to improve school safety is not just to respond to violence, but to prevent the conditions that produce it?
Early Prevention to Build Resistance to Substance Use Preventing substance use before it starts is one of the most effective ways to promote lifelong health and resilience in young people. Early prevention education plays a crucial role in establishing healthy social and behavioral norms that serve as a strong protective barrier against substance use. Establishing Healthy Norms and Expectations By reaching children and adolescents before they are exposed to drugs, alcohol, and other substances, prevention programs shape attitudes, beliefs, and behaviors that significantly reduce the likelihood of future substance abuse. Early prevention efforts are most effective when they are developmentally appropriate, culturally relevant, and sustained across different environments such as home, school, and community. At its core, prevention education focuses on equipping young people with knowledge about the health risks of substance use while also strengthening their self-efficacy and interpersonal skills. It teaches children how to set reachable goals, manage stress, make responsible decisions, resist peer pressure, and build healthy relationships. These skills are essential for fostering resilience—the ability to navigate challenges without turning to harmful coping mechanisms like drug or alcohol use. A central strategy in early prevention education is to set clear and consistent expectations regarding the effects of substance use on the body, mind, social life, and academics. When children are taught from an early age that drug and alcohol use is not acceptable or safe—especially during adolescence—they internalize these values as part of their social norms. This helps create an environment in which abstaining from substance use is the standard, not the exception. These norms are further reinforced when parents, teachers, and community leaders model and uphold the same expectations. Strengthening Protective Factors to Mitigate Risk Moreover, early education builds protection to mitigate risk factors associated with substance use. These risk factors include poor academic performance, low self-esteem, family history of addiction, exposure to substance use in the household or media, and lack of parental supervision. Prevention programs that address these factors head-on—by promoting academic engagement, strengthening family bonds, and encouraging positive peer associations—can significantly reduce a child’s vulnerability to substance use later in life. Protective factors include strong social connections, a sense of purpose, clear rules and consequences, and involvement in positive activities such as sports or clubs. Promoting these elements through prevention education helps children build a lifestyle that naturally steers them away from risky behaviors. For instance, a student who feels valued at school and supported by peers is less likely to seek comfort or identity through substance use. Long-Term Impact and Community Commitment Early prevention lays the groundwork for healthy development across a child’s lifespan. The habits, attitudes, and coping mechanisms formed during childhood tend to persist into adulthood. Therefore, starting prevention efforts early can have long-lasting effects, reducing not only the risk of substance use during adolescence but also the likelihood of developing substance use disorders later in life. Early prevention education is a powerful tool for shaping the future well-being of children and adolescents. By establishing healthy norms and expectations, and by building the skills and supports that foster resilience, these programs serve as a front line defense against the numerous risk factors that contribute to substance use. Investing in early education is not just a strategy for prevention—it’s a commitment to healthier individuals, families, and communities.
March 18-24 is National Drug & Alcohol Facts Week (NDAFW). This week is dedicated to educating parents and teens about the harmful effects of alcohol, nicotine, and other drugs (ATOD) use. This annual campaign fosters commitments to preventing substance use through multiple educational events and activities around the country. NDAFW events bring health educators, prevention specialists, drug-free community partners, parents, and teens together to advance the topics of substance use and addiction from a scientific perspective. That’s great! But there’s more to prevention than just the facts. The perception of the harm of substance use is a significant protective factor against the risk of engaging in substance use, and building a knowledge of the facts of those negative health effects is effective in building that perception. Most adolescents are satisfied enough by a knowledge of the risks to reject substance use as incompatible with their health priorities. Sadly, some are not convinced by the health risks of substance use and find numerous ways to dismiss the seriousness of the risks or the likelihood they will experience negative consequences and therefore choose to use. To overcome these unhealthy coping strategies, effective prevention education programs build a foundation of self-efficacy and interpersonal skills to prepare the child to navigate the often complex social dynamics that model and accept risky behavior and minimize the risk of negative consequences. Equipped this way, adolescents can weigh the cost to their futures in the health, social, and legal risks of substance use and instead seek out alternative activities to achieve similar goals. Skills like setting reachable goals, making responsible decisions, communicating effectively, identifying and managing emotions, and bonding with their pro-social peers prepare the adolescent to refuse peer pressure and influence, solve problems, resolve conflict, manage stress, and other ways to meet the challenges in life without turning to substance use to escape, relax, rebel, or experiment. As soon as they discover the path they are on and develop the skills to protect their goals, teens are more inclined to choose actions consistent with their goals and not risk participating in any risky behaviors that could interfere with their ability to reach them.
