Perspectives
OHIO TEACHERS' AND PRINCIPALS'
PERCEPTIONS OF THE
D.A.R.E. PROGRAM
BY DR. JOSEPH F. DONNERMEYER
Associate Professor
The Ohio State University
DR. G. HOWARD PHILLIPS
Professor Emeritus
The Ohio State University
Problem: A national poll conducted
by the Gallup organization in 1992, reported: ...the use of drugs was
most often mentioned as one of the biggest problems for schools in their
communities.
More than 80 percent of Ohioans believe drug abuse
is the most serious threat ever to face the younger generation.
The total cost of substance abuse in Ohio is annually
estimated to be eight billion dollars.
One Response to the Problem: There
is considerable variability in levels of use across communities, as
well as by the type of substance used.4 For this reason, the most effective
prevention programs are local programs with widespread support at the
community level, such as Drug Abuse Resistance Education (hereafter,
D.A.R.E.).
D.A.R.E., What Is It?: D.A.R.E. is
a proactive attempt to address the drug problem at its foundation. It
is a prevention effort to solve drug problems for youth before they
are caught in the web of usage. It focuses on teaching youth the skills
to recognize and resist pressures to experiment with drugs. The program
also concentrates on self-esteem, risk-taking, interpersonal communication
skills, realization of the consequences of drug use, and positive alternatives
to substance abuse behavior.
Who Teaches D.A.R.E.?: The classroom
instruction is provided by specially trained police officers. D.A.R.E.
officers teach one lesson per week for 17 weeks. The officer remains
at school all day to give him or her the opportunity to develop positive
relationships with the students during lunchtime and recess. The Ohio
D.A.R.E. program is now serving more than 100,000 5th and 6th graders.
Junior and senior high school D.A.R.E. programs have been developed
and are beginning to be used in Ohio's schools.
Study Purpose and Objectives: The
overall purpose of this 1994 study was to begin the evaluation of Ohio's
D.A.R.E. program efforts. Teachers and principals are uniquely situated
to observe students' involvement in illegal substance use and abuse.
Also, they are well positioned to view the consequences of involvement.
In addition, along with school boards and parents, teachers and administrators
make the important decisions to adopt and continue D.A.R.E., as well
as other drug and alcohol education programs.
Who Responded?: A random sample of 150
schools offering the D.A.R.E. program was chosen from a list maintained
by the D.A.R.E. office in the Law Enforcement Foundation. The principal
and a teacher with a D.A.R.E. class were asked to respond from each
school. Educators from 148 schools responded. A questionnaire was used
to solicit their views:
YEARS IN EDUCATION, PRESENT POSITION AND AVERAGE AGE OF
RESPONDENTS
Years in Education 19.3 years
Years in Present Position 9.6 years
Average Age of Respondent 44.2 years
GENDER OF TEACHERS AND PRINCIPALS IN D.A.R.E. EVALUATION
STUDY
MALE 46.0%
FEMALE 54.0%
What They Had to Say: Teachers and principals
replied to 16 questions pertaining to the D.A.R.E. program being offered
in their school. The following data describes their responses:
HAS D.A.R.E. MADE A POSITIVE CHANGE IN STUDENTS' ATTITUDES
ABOUT DRUGS? Almost 9 out of 10 teachers and principals felt D.A.R.E.
has made a positive difference in students' attitudes about drugs.
HAS D.A.R.E. DELAYED STUDENTS' USE OF DRUGS? More than 3 out of 4 teachers
and principals believe D.A.R.E. has delayed students' use of illegal
substances.
Only 1% said "no"
HAS D.A.R.E. MADE A DIFFERENCE IN DRUG USE? More than half of the teachers
and principals believe the D.A.R.E. program has made a difference in
students' use of illegal substances.
IMPACT OF D.A.R.E. ON STUDENTS AS PERCEIVED BY TEACHERS AND PRINCIPALS
More than 9 out of 10 teachers and principals believe D.A.R.E. has had
a positive impact on students' attitudes and behavior against using
drugs.
ARE D.A.R.E. STUDENTS BETTER ABLE TO RESIST PEER PRESSURE ON DRUG USE?
More than 4 out of 5 teachers and principals believe D.A.R.E. has made
a difference in students' ability to resist peer pressure to use.
QUALITY OF D.A.R.E. PROGRAM AS VIEWED BY TEACHERS AND PRINCIPALS Teachers
and principals gave high ratings when asked about the overall quality
of D.A.R.E.
Attitudes were based on a 10 point scale (10 - excellent, 1-poor).
STUDENTS' ATTITUDES TOWARD POLICE AS PERCEIVED BY TEACHERS AND PRINCIPALS
Teachers and principals felt very strongly that students' attitudes
toward police became more positive as a result of D.A.R.E. and the students'
contact with D.A.R.E. officers.
No respondent reported students becoming negative toward police.
WOULD YOU RECOMMEND D.A.R.E. TO OTHER SCHOOLS? 95% of the teachers and
principals said they would recommend the D.A.R.E. program to other schools.
EDUCATORS RECOMMEND D.A.R.E. BE CONTINUED IN THEIR SCHOOL
. . .
280 out of 289 teachers and principals recommended that D.A.R.E. be
continued in their school.
"I am so impressed with the DARE program. It
is well structured and thought out. The guidelines and objectives were
carried out in an excellent manner. I've not seen such dedication from
an individual in a long time. Officer S. taught our students with enthusiasm,
taking a sincere interest in each and every student. They all learned
a great deal from him and they feel he is their friend. This has been
a rewarding experience for students and teachers alike. Thank you."
-AN ELEMENTARY TEACHER
Summary: It is obvious from these
1994 data, Ohio teachers and principals in schools offering the D.A.R.E.
program are overwhelmingly supportive.
TO KEEP KIDS OFF DRUGS
1. Drugs and Crime Facts, 1993. U.S. Dept. of Justice,
Office of Justice Programs, Bureau of Justice Statistics, P. 30.
2. GOCJS. 1991 Substance Abuse in Ohio. Columbus, Ohio.
3. GOCJS. 1991 Substance Abuse in Ohio. Columbus, Ohio.
4. Peters, V.J., Oetting, E.R. & Edwards, R.W. (1992). Drug Use
in Communities: An Epidemiology. Drugs and Society 7:9-29.
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