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The other day, while thrift shopping, I stumbled upon a D.A.R.E. shirt. Growing up in the ‘80s, ‘90s, and early 2000s, I couldn’t help but chuckle at the memory of the program. Back then, it often seemed a bit silly—almost out of touch with the reality many of us lived. I remember joking with friends about the uniformed police officers who came into our classrooms, preaching the simple mantra to “just say no” to drugs. It always felt disconnected from the actual social dynamics we faced. After all, no one was going to rat out a friend for smoking weed at school—that would have been social suicide.
The D.A.R.E. program's public image was shaped by widespread marketing efforts, including bumper stickers and other promotional items, which made it highly visible and contributed to its popularity despite questions about its effectiveness.
Yet, standing there holding that shirt, another thought struck me. Today, my career revolves around helping people overcome addiction and serious mental health issues. Deep down, I wish the Drug Abuse Resistance Education (D.A.R.E.) program had worked. I truly do. D.A.R.E. was a product of the broader war on drugs era, which influenced its approach and messaging. But after hearing countless stories from clients, it’s clear that drug use isn’t usually about peer pressure or a single bad decision. Instead, it’s often deeply tied to the environment someone grows up in. How can a kid say “no” when their sibling is offering drugs, or their parent is using substances while they’re trying to focus on homework? The truth is, the D.A.R.E. program never really addressed these root causes of addiction. And that’s why it failed.
A Quick Recap: What Was the Drug Abuse Resistance Education (D.A.R.E.) Program?
The D.A.R.E. program, which stands for Drug Abuse Resistance Education (abuse resistance education dare), was launched in 1983 through a partnership between the Los Angeles Police Department and the Los Angeles Unified School District. The program started in 1983 with the mission to prevent drug use before it started by sending uniformed police officers into schools to educate children about the dangers of drugs, violence, and gangs.
The dare program quickly gained national momentum, spreading to all 50 states and over 50 countries worldwide. For years, D.A.R.E. was the face of school-based drug education and prevention programs, becoming a staple in school districts across the United States. The curriculum aimed to teach kids, especially middle school students, how to resist peer pressure and refuse drugs, often using catchy slogans and simple messages. The program later expanded to include a high school curriculum as part of its efforts.
What D.A.R.E. Got Wrong
Despite its widespread adoption as a prominent anti drug initiative, the D.A.R.E. program ultimately did not succeed in preventing substance abuse. Multiple studies, including data analysis commissioned by the U.S. Department of Justice and published in the American Journal of Public Health, revealed that D.A.R.E. had little to no lasting impact on reducing drug use or illicit drug use among young people, raising serious questions about the program effectiveness in achieving its stated goals. From my experience working in addiction treatment, there are several critical reasons why the program failed to achieve its goals. In response to some of these unfavorable research findings and criticism, D.A.R.E. at times resorted to legal action, including lawsuits and attempts to suppress or discredit negative studies, in an effort to protect its reputation.
1. It Ignored Lived Experience
D.A.R.E. operated under the assumption that simply telling kids to say no to drugs would be enough. However, drug use and addiction are complex issues often rooted in trauma, family dysfunction, and mental health challenges. For many kids, saying “no” isn’t a matter of choice but survival. When substance use is normalized at home—whether a sibling is involved or a parent is struggling with addiction—refusing drugs becomes much more complicated. Substance use affects not only the individual but also their loved one, highlighting the importance of providing support and care for both. The program neglected to address these real-world contexts that heavily influence kids’ decisions.
2. It Wasn’t Trauma-Informed
Addiction and substance abuse are frequently linked to unresolved trauma and mental health issues. The D.A.R.E. curriculum did not incorporate emotional regulation, mental health support, or trauma-informed education. Without addressing adverse childhood experiences or providing students with tools to manage their emotions, the program missed an essential component of prevention science. Teaching children to avoid drugs without understanding the underlying causes of substance use is like treating symptoms without curing the disease.
3. It Used Fear Instead of Empathy
The program relied heavily on scare tactics—highlighting the dangers of drugs and potential consequences—to deter kids from using substances. While fear can grab attention, it rarely changes behavior in the long term, especially among teens who often feel invincible or disconnected from abstract warnings. Instead of building social and general competencies or teaching real-world coping skills, D.A.R.E. focused on creating fear, which can backfire and alienate students. The curriculum also failed to cover all the lessons necessary for comprehensive prevention, leaving important gaps in education and skills development. Additionally, D.A.R.E. often lumped together marijuana, alcohol, and other drugs, which could lead to misunderstandings and oversimplified messaging about substance use.
4. It Centered Police Instead of Support Systems
Having uniformed police officers deliver the curriculum was intended to lend authority and credibility. However, in many communities, especially those with strained relationships with law enforcement, this approach was counterproductive. Students often felt alienated or mistrustful of police officers, which undermined the program’s effectiveness. What kids needed were mentors, counselors, or relatable adults who could provide support and guidance—not lectures from law enforcement in uniform.
The Role of Community in Recovery
When it comes to preventing drug abuse and supporting recovery, the power of community can’t be overstated. While programs like Drug Abuse Resistance Education (D.A.R.E.) have long been a fixture in schools nationwide, real progress happens when prevention programs go beyond the classroom and involve the entire community—schools, law enforcement officers, families, and local organizations—all working together to support young people.
Community-based prevention programs are most effective when they focus on more than just warning kids about the dangers of drug use. The most successful initiatives provide mental health support, teach emotional regulation, and help students develop social and general competencies that empower them to make healthy choices. For example, the Los Angeles Police Department has partnered with schools and community groups to create programs that not only educate children about illicit drugs but also equip them with the skills to refuse drugs and handle peer pressure in real-world situations.
Research backs up the importance of this approach. One study by the National Institute found that community-based programs rooted in prevention science and supported by data analysis can have a significant impact on reducing substance abuse among young adults. These programs are constantly evolving, using feedback and research to refine their strategies. The D.A.R.E. program itself has undergone several updates, most notably with the introduction of “Keepin’ it REAL”—a new strategy that focuses on teaching middle school students decision-making skills and practical ways to resist peer pressure.
Schools play a central role in this effort. School-based drug education, when done right, goes beyond simply listing the dangers of drugs. It’s about teaching children and teens real-world coping skills, helping them understand the root causes of substance use, and providing them with the tools they need to navigate challenges both inside and outside the classroom. Programs that integrate mental health support and emotional regulation into their curriculum are especially effective at preventing substance abuse and helping students build resilience.
Law enforcement officers, especially uniformed police officers, can also be valuable partners in these efforts. When police are trained in substance abuse prevention and understand the mental health issues and trauma that often underlie drug use, they can serve as positive role models and trusted resources for students. Their involvement can help bridge the gap between schools and the broader community, reinforcing the message that everyone has a role to play in keeping kids safe from drugs.
Ultimately, the most effective way to prevent substance abuse and support recovery is through a comprehensive, community-driven approach. By combining the strengths of schools, law enforcement, and local organizations—and by focusing on prevention science, mental health support, and teaching real-world skills—we can make a significant impact on reducing illicit drug use among young people. It’s not just about saying no to drugs; it’s about giving students the support, knowledge, and confidence they need to say yes to healthier futures.
What We Need Instead
From my work in addiction and mental health treatment, I’ve seen firsthand what truly helps young people avoid substance abuse and recover from addiction. It’s not about slogans or fear; it’s about compassion, connection, and equipping kids with the skills they need to navigate life’s challenges.
Effective drug prevention programs must provide:
Compassion and empathy, recognizing the struggles kids face rather than judging them.
Connection to supportive adults and peers who can serve as positive role models.
Tools for emotional regulation and mental health support, helping students manage trauma and stress.
Safe environments where kids feel seen, heard, and valued.
Skills to build resilience and make healthy decisions, including decision-making and refusal skills grounded in real-world scenarios.
Education on alcohol, alcohol use, tobacco use, and illegal substances, ensuring that prevention efforts address the full range of risks students may encounter.
Rather than simply telling kids to refuse drugs, prevention education should offer them something better to say yes to—a sense of belonging, hope, and mental health resources. Programs should help students resist peer pressure related to alcohol use, tobacco use, and illegal substances, not just drugs. Programs like Keepin’ It Real, which focus on social competencies and emotional regulation, show promise by addressing the root causes of substance use rather than just the symptoms.
Final Thoughts
So, why did the D.A.R.E. program fail? It wasn’t because people didn’t care or because the idea of drug prevention was flawed. It failed because it didn’t go deep enough. The program focused on surface-level messaging and ignored the complex social, emotional, and environmental factors that influence substance use and addiction.
If we truly want to prevent drug abuse and illicit drug use among young people, we have to look beyond slogans and fear tactics. We must address the whole person—their mental health, their environment, and their lived experiences. Prevention programs should be trauma-informed, empathetic, and rooted in the latest prevention science.
At Miracles In Action, that’s exactly the approach we take. Whether someone is struggling with addiction, mental health issues, or trauma, we create spaces for healing that go far beyond “just say no.” Because real recovery and prevention start with being seen, heard, and supported—not with a bumper sticker or a catchy phrase.
Only by meeting young people where they are and addressing the root causes of substance use can we hope to build healthier futures free from addiction.