In general, the results of the studies support positive short-term effects of D.A.R.E. First, D.A.R.E. is presented as a primary prevention program. This means that the program is directed at the general population, i.e., all fifth graders, rather than individuals at high risk (secondary prevention) or those who are already using drugs (tertiary prevention). As such the methods are more general and meant to be only part of a long-term, comprehensive strategy. D.A.R.E. is not designed to be a stand-alone program or to provide 5th graders with all skills and information they will need to make healthy decisions later in life. Ideally, D.A.R.E. is a part of an on-going, multi-dimensional approach to prevention that spans the elementary, middle and high school years.

Most of the long-term evaluation studies appear to have looked at a one-to one relationship between participation in 17 weeks of D.A.R.E. and individual drug use behaviors several years later. It is probably unrealistic to expect one "dose" of any primary prevention program to prevent an outcome as complex as drug use. Prevention is a multiple step, multiple strategy effort based on the assumptions that protecting children from risk and promoting healthy behaviors go hand in hand, and that each prevention effort should build on past efforts and support future efforts.

The short-term positive outcomes of the D.A.R.E. program are well supported in the literature, and are indicators of success for the program. The impact of D.A.R.E. on long-term, drug use prevention is not well supported. However, communities can strengthen the impact of the program by ensuring that D.A.R.E. is part of a multiple grade level, integrated, and comprehensive prevention strategy, not a stand-alone, one-time program.

The second issue brought out by a literature review is the role of the D.A.R.E. police officers-as instructors, role models and community members. The studies that looked closely at the role of the officers, found them to be well trained, dedicated, and an important part of the success of the program. In particular, the more involved the officers were with the children, the teachers and the schools in general, the better the outcomes for the students.

The third issue is the role of the teacher. The national D.A.R.E. program encourages teachers to be active participants, and to integrate the D.A.R.E. lessons into other aspects of the educational process. Although only addressed briefly in literature it was mentioned as an important component of successful outcomes.

What are the Benefits of D.A.R.E.?

Beyond the short-term effects for students, D.A.R.E. appears to have other benefits that parallel the degree to which the program is implemented. For example, D.A.R.E. provides important opportunities for involvement with law enforcement, the community, teachers, and parents. However, it is up to the school districts and local law enforcement to use these opportunities effectively. D.A.R.E. offers three grade appropriate curriculums, a parent component, strong support for effective teaching and other elements that can make it a well integrated, comprehensive prevention strategy. It is up to the school districts and local law enforcement to take advantage of these optional components. Thus, the program's benefits appear to be commensurate with the degree to which it is implemented.

Perhaps one of the most important benefits of D.A.R.E. for communities is its scope. When it is administered to all 5th graders, the program provides a common frame of reference for an entire cohort. The students have a common experience and a common base of knowledge from which they make individual and group decisions. It seems to be a reliable way to reach all 5th graders with clear and consistent drug and violence prevention messages.