Sophomores in a science class at South Eugene High School are not directly learning about alcohol, but the activity they are engaged in may help reduce drinking problems later in life. The students are participating in a teaching method known as “cooperative learning,” where they work in randomly assigned groups to teach each other. This method has been shown to have a positive impact on students’ social skills and substance use behaviors. In a study across 15 middle schools, cooperative learning reduced alcohol use and other risk factors for substance abuse, including emotional issues, bullying, and peer rejection. Following this Oregon-based study, cooperative learning was recently listed as an evidence-backed strategy to reduce substance use problems.

This research highlights an irony, according to Anthony Biglan, a senior scientist at the Oregon Research Institute. Oregon is one of the strongest states in terms of research on school-based prevention, yet the state is not effectively applying what it knows. Although some individual teachers use cooperative learning in their classrooms, it has not been widely adopted across Oregon’s districts.

Other states have made more progress in integrating science into their school-based substance use prevention programs. A recent investigation into Oregon’s education system revealed that many school districts use prevention programs that do not meet even the minimum standards set by national prevention clearinghouses. This is despite a state law that mandates schools to provide up-to-date, comprehensive, science-backed programs. Furthermore, Oregon offers little guidance or support to districts in selecting effective prevention strategies.

In contrast, states like Washington, Colorado, and Pennsylvania have formed strong partnerships with local universities to roll out evidence-backed prevention strategies. These states provide state grants to schools and communities to implement proven programs. In Pennsylvania, much of the prevention work is funneled through the Pennsylvania Commission on Crime and Delinquency, which collaborates with the Evidence-based Prevention and Intervention Support center at Pennsylvania State University. This collaboration has helped implement successful prevention programs, such as LifeSkills Training and Strengthening Families, in schools and communities. These programs have shown positive results, including reductions in delinquency rates and opioid overdoses.

Similarly, Washington’s behavioral health division works with researchers, policymakers, and community-based advocates to develop a statewide prevention strategy. Washington’s approach focuses heavily on evidence-based programs, with the state convening a committee every three months to review the latest research and determine which programs to recommend. Both states also emphasize the importance of community coalitions, which bring together schools, law enforcement, public health officials, and local organizations to work on prevention efforts. Washington boasts over 100 such coalitions, and Pennsylvania has trained more than 125 communities using the “Communities that Care” model.

In Oregon, however, there is no coordinated effort to connect schools with evidence-backed prevention programs. While some districts, like South Eugene, may use cooperative learning to improve social interactions among students and reduce peer rejection, this approach is not widespread. Cooperative learning encourages students to interact with peers they may not otherwise socialize with, helping break down biases and building positive relationships. This has been shown to reduce emotional problems, deviant peer affiliations, and bullying—factors that contribute to substance abuse.

Mark Van Ryzin, a research professor at the University of Oregon, conducted a study involving 1,890 middle school students in Oregon that documented the positive benefits of cooperative learning. His study found that students involved in cooperative learning experienced lower rates of alcohol use and emotional problems, while also developing higher levels of prosocial behavior and empathy. The Blueprints for Healthy Youth Development, a clearinghouse that evaluates prevention programs, certified Van Ryzin’s study as scientifically strong and included cooperative learning in its list of promising interventions.

However, the adoption of cooperative learning has not been widespread in Oregon schools. Despite its effectiveness, it has not been implemented at the district level. Van Ryzin believes that an app he developed could help teachers across the state adopt this method more easily. The app creates random student groupings and moves classes through a pre-loaded curriculum, which could be especially beneficial for high schools looking to help ninth graders succeed. He sees this as an opportunity to improve social skills, build peer relationships, and promote student retention—all while integrating cooperative learning into everyday lessons.

Meanwhile, Oregon’s Alcohol and Drug Policy Commission is urging lawmakers to fund a statewide hub for substance use prevention, which could help coordinate efforts and bring research-based programs to schools across the state. Biglan, who serves on the commission’s prevention subcommittee, hopes that prevention scientists will play a key role in the development of this hub. He believes that the lack of involvement from the Department of Education in Oregon’s prevention efforts has hindered the state’s ability to implement effective programs. Emily Tanner-Smith, a research scientist at the University of Oregon, also expressed interest in partnering with the state to strengthen prevention programs, given the university’s expertise in school-based prevention.

In conclusion, while Oregon has made significant strides in research on substance use prevention, the state has not yet effectively applied this knowledge in its schools. Other states have successfully implemented evidence-backed programs through coordinated efforts and partnerships with universities. Oregon must follow suit by creating a statewide hub for substance use prevention that connects schools with research-backed programs and provides the support necessary for their success. Without this, Oregon’s efforts to reduce youth substance use will remain fragmented and ineffective.