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Boosting Student Engagement in Drug Prevention Programs: Simple Tips for Practitioners

Boosting Student Engagement in Drug Prevention Programs: Simple Tips for Practitioners

Boosting Student Engagement in Drug Prevention Programs: Simple Tips for Practitioners

As educators and practitioners, one of our primary goals is to ensure that our students are not only learning but are also actively engaged in their education. This becomes particularly crucial when implementing drug prevention programs like the All Stars Core. Recent research highlights the significant impact of student engagement on the success of these programs.

The Importance of Engagement

The study titled Self-Reported Engagement in a Drug Prevention Program: Individual and Classroom Effects on Proximal and Behavioral Outcomes underscores the role of student engagement in achieving desired outcomes in drug prevention efforts. The research demonstrates that both individual and classroom-level engagement significantly influence students' commitment to avoiding substance use and antisocial behaviors.

Strategies to Enhance Engagement

Based on the findings, here are some practical strategies to boost engagement:

The Classroom Environment

A supportive classroom environment is essential for fostering engagement. Smaller class sizes often allow for more personalized attention, though the study found that class size was not a significant predictor of engagement outcomes. Instead, focus on creating a cooperative and cohesive learning atmosphere where students work together towards common goals.

The Role of Teachers

The enthusiasm and teaching style of educators play a crucial role in student engagement. Teachers who are attentive, warm, and set high standards tend to foster higher levels of engagement. Training programs should emphasize interactive teaching methods that encourage student participation and responsiveness.

A Call for Further Research

This study opens up avenues for further research into how different facets of engagement affect program outcomes. Understanding these dynamics can help refine educational strategies and improve the overall effectiveness of drug prevention programs.

Self-Reported Engagement in a Drug Prevention Program: Individual and Classroom Effects on Proximal and Behavioral Outcomes


Citation: Hansen, W. B., Fleming, C. B., & Scheier, L. M. (2019). Self-reported engagement in a drug prevention program: Individual and classroom effects on proximal and behavioral outcomes. The Journal of Primary Prevention, 40(1), 5-34. https://doi.org/10.1007/s10935-018-00532-1
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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