Drug Abuse Resistance Education

Overview of D.A.R.E.

  • Drug Abuse Resistance Education (D.A.R.E.) is an American education program aimed at preventing drug use, gang membership, and violence.

  • Founded in Los Angeles in 1983 by LAPD chief Daryl Gates and the LA Unified School District as part of the War on Drugs.

  • At its peak during the 1980s and 1990s, D.A.R.E. was present in 75% of American school districts, supported by government funding.

Objectives and Approach

  • Designed to educate elementary school children on resisting peer pressure regarding drugs, alcohol, and tobacco.

  • Program delivered by uniformed police officers in classrooms aiming to warn about the dangers of drugs.

  • Originally had a negative view of tattoos and graffiti, associating them with peer pressure influences.

Effectiveness and Criticisms

  • Numerous studies conducted in the 1990s and 2000s questioned the effectiveness of D.A.R.E., some suggesting it may be harmful.

  • Funding was reduced in the early 2000s due to mixed results, despite ongoing popularity with politicians.

  • D.A.R.E. expanded internationally to the UK in 1995 and introduced an interactive program "Keepin' it REAL" in 2009, shifting focus from lectures to practical decision-making skills.

Challenges and Changes to Curriculum

  • Early curriculum derived from SMART, an anti-drug program, involved lectures on drug consequences, building self-esteem, and anti-drug strategies.

  • Later critique highlighted that some students were more likely to use drugs after participating in D.A.R.E.

  • Modifications began in 2009, emphasizing interactions over lectures and cultural relevance.

Controversies Surrounding Informants

  • D.A.R.E.'s methods involved asking children sensitive questions about drug use in homes and providing them platforms to report peers and families, likened by critics to state surveillance on family dynamics.

Research Findings on Efficacy

  • Multiple studies, including those by the National Institute of Justice and California Department of Education, consistently found D.A.R.E. ineffective in reducing drug use.

  • Reports indicated that D.A.R.E. graduates might have higher rates of substance use compared to non-graduates.

Recent Developments and Reception

  • D.A.R.E. initiated curriculum changes in response to performance critiques, implementing "keepin' it REAL" with a culturally relevant educational approach.

  • Despite reforms, the program still faces skepticism as a service that was perceived more as indoctrination than education.

  • Merchandise associated with D.A.R.E. has been adopted ironically in drug culture, prompting discussions on its messaging.