Speakers
Description
Background
Substance use (SU) among children and adolescents remains a pressing public health issue, highlighting the importance of implementing effective prevention efforts in schools. Although science-based guidelines for SU prevention have been established, literature reviews show that schools often implement both evidence-based programmes and programmes lacking proven effectiveness. Moreover, even when evidence-based programmes are implemented, their effects often prove to be short-term or less substantial than expected. One possible reason for this gap lies in challenges related to programme adoption and implementation, which are one of key predictors of programme success. This study aimed to explore the main barriers to implementing evidence-based SU prevention in the school context.
Methods
A qualitative study using focus groups was conducted in autumn 2023. Participants were selected through purposive sampling; 41 teachers and school counsellors participated in six semi-structured focus groups, guided by a pre-defined set of themes and questions. Transcripts were analysed using thematic analysis.
Results
Five thematic categories were identified: (1) systemic-level barriers, (2) school-context factors, (3) programme-, (4) implementer-related factors, and (4) challenges related to parental involvement. Systemic barriers included fragmented funding, lack of unified criteria for selecting effective programmes, and lack of planning guidelines. School-level barriers included time constraints, limited support from school staff, and decision-making processes regarding programme adoption. At the programme level, barriers involved poorly designed and/or ineffective practices and unqualified external providers. Teacher-related barriers included perceived lack of competence, overload, and low recognition. Finally, parental involvement emerged as a challenge due to limited cooperation, negative attitudes towards prevention, and the overlooked role of parents in prevention.
Discussion
The findings indicate the presence of multiple, multi-level barriers that hinder the implementation of effective SU prevention in schools. Addressing these barriers through coordinated action and cross-sectoral collaboration is essential for the successful integration of evidence-based prevention practices in schools.
| Conflict of interest | None |
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