Too Good for Drugs
Program Description
Too Good for Drugs is a K-12 school-based prevention program designed to enhance resilience and reduce substance use risks by building social and emotional competencies. It teaches skills like decision-making, positive relationship building, self-efficacy, communication, and resisting peer pressure, promotes a nonviolent, drug-free lifestyle and educates participants about the harmful effects of drug use through developmentally appropriate activities. The curriculum includes ten weekly lessons for grades K-8 and fourteen lessons for high school students.
Prevention Category
Practice Level
Strategies
Practice Components
Risk and Protective Factors
Population Age
Populations of Focus
Settings
Parental/Caregiver Involvement
Substance Use Prevention Focus
Recommended Staffing
Empirical Evidence of Impact
| Substance | Substance-Related Behavior | Age | Evidence Strength and Study Populations of Focus |
| Alcohol | Changes in Knowledge, Attitudes, or Beliefs | Elementary School | Promising (General Population)1 |
| Alcohol | Changes in Knowledge, Attitudes, or Beliefs | High School | Moderate (White)2 |
| Alcohol | Reduced Use or Delayed Initiation | 6th Grade | Moderate (General Population)3 |
| Cannabis | Changes in Knowledge, Attitudes, or Beliefs | Elementary School | Promising (General Population)1 |
| Cannabis | Changes in Knowledge, Attitudes, or Beliefs | High School | Moderate (White)2 |
| Cannabis | Reduced Use or Delayed Initiation | 6th Grade | Moderate (General Population)3 |
| Substance Use (General) | Changes in Knowledge, Attitudes, or Beliefs | Elementary School | Moderate (General Population)1,4 |
| Substance Use (General) | Changes in Knowledge, Attitudes, or Beliefs | 6th Grade | Moderate (General Population)3 |
| Tobacco | Reduced Use or Delayed Initiation | 6th Grade | Promising (General Population)3 |
| References
1 Bacon, T. P. (2000). The effects of the Too Good for Drugs II drug prevention program on students' substance use intentions and risk and protective factors. Florida Educational Research Council, Inc., Research Bulletin, 31(3 & 4), 1-25. https://www.ojp.gov/ncjrs/virtual-library/abstracts/effects-too-good-drugs-2-drug-prevention-program-students-use 2 Bacon, T. P. (2001). Impact on high school students' behaviors and protective factors: A pilot study of the Too Good for Drugs and Violence prevention program. Florida Educational Research Council, Inc., Research Bulletin, 32(3 & 4), 1-40.
3 Hall, B. W., Bacon, T. P., & Ferron, J. M. (2013). Randomized controlled evaluation of the Too Good for Drugs prevention program: impact on adolescents at different risk levels for drug use. Journal of drug education, 43(3), 277–300. https://doi.org/10.2190/DE.43.3.. 4 Bacon, T. P. (2003). Technical report: Evaluation of the Too Good for Drugs--elementary school prevention program. A report produced for a project funded by the Florida Department of Education, Department of Safe and Drug-Free Schools, Tallahassee, FL.
5 Bacon, T. P. (2007). Technical report: Evaluation of the Too Good for Drugs--elementary school prevention program 2006-2007. A report produced for a project funded by the Florida Department of Education, Department of Safe and Drug-Free Schools, Tallahassee, FL. |
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Training and Technical Assistance
Program developers offer scheduled in-person trainings at locations nationwide, which generally include trainings given in Southern California each August. Ad-hoc technical assistance is freely provided by the University of South Florida’s Institute for Translational Research Education in Adolescent Drug Abuse to support program planning, implementation, and sustainability.
Implementation design support and technical assistance is freely available through the developer before, during, and following implementation to support sustainability.
Adaptations
Program sessions can be shortened according to need, and the developer recommends adapting them rather than skipping them completely. The developer encourages adaptations to accommodate participants’ learning needs and culture, as well as the needs of smaller communities.
Program Costs
Please visit the developer’s website listed above for updated information about implementation costs.
What California Providers Are Saying
What They Like About Too Good For Drugs
- The program allows users to sample lessons before purchasing and provides opportunities to consult with developers for questions.
- Trainers are aware of the need for adaptation and are sensitive to it.
- The program is relatively inexpensive compared to other options.
- It addresses the use of all substances comprehensively.
- In addition to teaching about substance use, it also develops social-emotional learning skills.
- The program is a good fit for health class requirements about drug awareness.
- The developer is open to feedback and regularly updates the content to ensure its relevance.
- Program materials are highly engaging.
- Students enjoy the program.
- Student peer interactions provide good opportunities for English language learners to develop communication skills.
- Can be implemented even in classrooms and settings that have limited technology.
Tips and Recommendations for Implementing Too Good For Drugs
- Since the program is time-intensive, ensure that partners are committed to its implementation.
- The sessions can be lengthy, so staff need adequate support to implement them and may face challenges in completing the sessions.
- The program is well-suited for 6th grade and upper elementary school students, who tend to be eager and curious participants. However, it seems less effective with high school students.
- While providers are not required to follow the script verbatim, it is important to emphasize the program's key points.
- Training is essential to ensure the program is implemented with fidelity.
- Although the upfront costs for expanding beyond minimum implementation can cost thousands of dollars, the ongoing expenses after the initial setup are reasonable.
- It can be helpful to create visual aids for students who are more visual learners and have trouble following the curriculum.
- Some of the content feels outdated for today’s youth.
- Some program materials can be hard for students to follow.
Labels
Universal,
Indicated,
Individual,
Relationship,
Community/Society, community society, community, society,
Education,
Community-based processes, community based processes,
Education,
Goal Setting,
Pro-Social Connections and Activities (prosocial adults, peers, organizations),
Self-efficacy/self-esteem enhancement,
Skills Training,
Peer Norm Development,
Favorable attitudes towards substance abuse,
Emotional self-regulation,
High self-esteem,
Positive social orientation (e.g. engaging in health activities, accepting of rules and community values, positive social engagement),
Strong coping skills (e.g. problem-solving skills, ability to stand up for beliefs and values),
Attachment between caregivers and youth, including unity, warmth, and attachment,
Supportive relationships with family,
Norms favorable towards substance use,
Substance use among peers,
Community norms, beliefs, and standards against substance use,
Opportunities for prosocial engagement in the school and community,
Presence of mentors and healthy adults for positive emotional support,
Positive social norms,
Age 6-12, ages 6-12,
Age 13-17, ages 13-17,
Age 18-20, ages 18-20,
General Population, Hispanic,
Recommended/optional,
Substance use - General, substance use general, substance use-general, general substance use,
School (K-12), k-12,
Community-based program, community based program, community/based program,
Health/social work counselor, therapist or professional (unlicensed), health social,
Health/social work counselor, therapist or professional (licensed),
Prevention Staff,
Teachers/Educators, teachers educators,