In Oregon, school district leaders often face the challenge of selecting the best educational programs to combat drug use among students. Many opt for multiple programs in an effort to meet state health standards and address the broad spectrum of issues affecting students’ well-being. This article, part of an investigative series, highlights how the state’s education system has struggled to adapt to the growing drug crisis among youth.

To meet state standards, school districts typically choose a general health curriculum to educate students on the effects of drugs and alcohol. In addition, many schools adopt social-emotional learning programs, which aim to address factors that protect students from drug use. Some districts also collaborate with local health and law enforcement officials to help improve students’ decision-making skills and warn of the consequences of drug addiction. Despite these efforts, less than a third of fourth graders in Oregon are reading or doing math at grade level, and by high school, many students are dealing with depression, anxiety, and thoughts of suicide. As a result, schools face the immense responsibility of addressing a wide range of issues, from academic struggles to mental health challenges, with substance use prevention never being the sole priority.

In smaller districts, capacity is a significant challenge. Often, one superintendent and principal manage all responsibilities, including drug use prevention. Scott Carpenter, the assistant superintendent in La Grande, a rural district in Eastern Oregon, explained that while preventing drug use is important, it is only one of many tasks. Carpenter emphasizes that his team is doing its best, but acknowledges that more could always be done.

A review of Oregon’s school districts conducted by The Lund Report and the University of Oregon’s Catalyst Journalism Project found that many districts are using substance use prevention programs that lack proven success in deterring drug use. School leaders are working in a fragmented system with limited guidance, and many of the programs used, such as The Great Body Shop health curriculum, are classified by the state as evidence-based. However, national clearinghouses focused on evaluating prevention programs have found the evidence of their success in preventing substance use to be inconclusive.

Oregon’s education system places minimal focus on health as an academic priority, and the state has among the lowest number of required instructional minutes for core subjects, with only 900 minutes per year for grades one through eight. Carpenter noted that, due to the emphasis on reading, math, and standardized testing, health and substance use prevention take a back seat. Health education in Oregon is often compromised by time constraints, leaving little room for comprehensive drug prevention lessons.

In response to these limitations, many districts try a layering approach to prevention, implementing several programs in tandem. La Grande, for instance, uses a state-approved health curriculum alongside a locally created drug prevention program called BEST, seventh-grade prevention conferences, individual counseling for high school students, and opioid overdose training for school nurses. Carpenter believes that while his district is doing its best, there is always room for improvement.

However, designing reliable studies to evaluate the effectiveness of such layered programs is challenging. Few studies have successfully examined the interaction of multiple programs, and many programs, despite claims of success, lack conclusive evidence of their effectiveness. One of the most well-known but controversial programs is D.A.R.E., which originally gained fame with its “just say no” approach in the 1980s and 90s. While the new version of D.A.R.E. incorporates research-supported concepts, national evaluations have found the program’s effectiveness inconclusive, and it has not been endorsed by major expert clearinghouses.

In Hillsboro, a district serving nearly 18,800 students, educators chose Character Strong, a social-emotional curriculum, to complement their drug prevention efforts. The program, developed in Seattle, aims to improve social behavior, life skills, and students’ sense of connection to school—all factors that protect against drug use. However, while Character Strong has shown promise in these areas, it is not specifically aimed at preventing drug use. Despite this, the program has been adopted by multiple districts in Oregon, including Hillsboro, based on the research cited by the company. Character Strong is now undergoing a review process to be included in the Evidence for ESSA database, a project of Johns Hopkins University, with an initial rating of “strong.”

The decision-making process for school districts in Oregon is often driven by the need to meet state requirements rather than the latest research. Many districts look first to the state’s approved list of curricula, such as The Great Body Shop, which has been adopted by at least 62 districts. However, expert evaluations have found that the program is not backed by strong evidence of effectiveness in preventing drug use. Districts like David Douglas in Portland rely on the state-approved curriculum, but teachers report challenges in fitting it into their already packed schedules, with some content shortened or modified to accommodate English Language Learners and other student needs.

The limited time allocated to health education in Oregon classrooms is a national issue, with health education often being given far less time than core subjects like math and reading. Sarah Benes, the president of the Society of Health and Physical Educators, noted that social and environmental factors play a significant role in students’ decisions to use drugs. While she believes that health education has enormous potential, she also stresses that the lack of time dedicated to it in schools hinders its effectiveness. “What, you’re going to give them five 30-minute lessons? What did you think it would do?” she asks.

In conclusion, Oregon’s education system is struggling to effectively address substance use prevention. With fragmented efforts, limited state support, and insufficient instructional time, many districts are left to implement programs with little evidence of their success. To combat the growing drug crisis, Oregon must prioritize evidence-based prevention programs, dedicate more time and resources to health education, and ensure that schools receive the support they need to make a meaningful impact on students’ lives.