Lions Quest

Practice Summary

Lions Quest Skills for Adolescence is a K-12 life skills program fostering social/emotional competence, citizenship, and character development. It uses interactive methods like group work and service learning to strengthen youth’s connections to their families, schools, and communities. In grades K-2, it focuses on emotional awareness; in grades 3-5, it focuses on self-management and interpersonal skills; in middle school, it focuses on exploring values and beliefs shaping identity; in high school, it focuses on character and positive behavior's impact.

            Cost
            Over $500
        

            Prevention Category
            Universal Direct, Selective, Indicated
        

            Practice Focus
            SU
        

            Practice Focus
            MH
        

Substance Use Prevention Category	Universal Direct Selective Indicated
Practice Level	Individual Relationship
Substance Use Prevention Strategy	Education
Practice Components	Individual Civic Responsibility Communication Skills Training Cognitive Behavioral Strategies Education Goal Setting Insight Building Problem Solving Self-Efficacy or Self-Esteem Enhancement Skills Training Relationship Peer Norm Development Community/Society None
Population Age	Age 6-12 Age 13-17 Age 18-20
Populations of Focus	General Population Hispanic or Latino
Settings	School (K-12) Community-based program Broader community or society
Parent/Caregiver Involvement	Recommended or optional
Recommended Staffing	Community members Health or social work counselor, therapist or professional (licensed) Health or social work counselor, therapist or professional (unlicensed) Mentors Teachers or educators
Prevention Focus	Substance Use Prevention Focus Substance Use - General Mental Health Wellness and Promotion Focus Mental Health - General
Training and Technical Assistance	Training for Lions Quest is recommended, particularly for schoolwide and larger implementation, but it is not required. Training is available both virtually and in-person, and training-of-trainer options are also available. Lions Quest also offers implementation checklists, an online resource library, ongoing support, and grants to defray or cover the costs of implementation.
Program Costs	Over $500. Please visit the developer's website listed above for updated information about implementation costs.
Adaptations	Lions Quest offers adapted versions of its curricula that can be used in the juvenile justice system and alternative schools, and it also provides 15-minute mini-lessons that are short, adaptable, and designed to be easy to implement across different age groups, settings, and youth needs. The curriculum has also been adapted and implemented in Canada, Mexico, Central America, South America, Europe, India, South Asia, the Middle East, Japan, Australia, New Zealand, Indonesia, and the Pacific Islands.

Risk and Protective Factors

Youth Substance Use Risk and Protective Factors

Level	Risk Factors	Protective Factors
Individual	Early and persistent antisocial behavior Early initiation of substance use Favorable attitudes towards substance use Internalizing behaviors (e.g. anxiety, depression, social withdrawal) Rebelliousness Negative emotional state Poor coping skills and behaviors	Positive social orientation (e.g. engaging in healthy activities, accepting rules and community values, positive social engagement) Positive temperament Emotional self-regulation High self-esteem Strong coping skills (e.g., problem-solving skills, ability to stand up for beliefs and values)
Family and Relationships	None	None
School, Peer, and Community	Accessibility or availability of substances Academic failure Norms favorable towards substance use	Community norms, beliefs, and standards against substance use Opportunities for the development of skills and interests Schools and student bodies with strong academic commitment Opportunities for prosocial engagement in the school and community Positive social norms

Youth Mental Health Risk and Protective Factors

Level	Risk Factors	Protective Factors
Individual	Low self-esteem Poor social skills (e.g., communication, problem-solving skills) Negative emotional state Poor coping skills and behaviors	Achievement motivation Optimism Positive self-regard Strong orientation for the future Subjective sense of self-sufficiency Emotional self-regulation High self-esteem Strong coping skills (e.g., problem-solving skills, ability to stand up for beliefs and values)
Family and Relationships	None	None
School, Peer, and Community	Academic failure Norms favorable towards substance use	Opportunities for prosocial engagement in the school and community Positive social norms

Shared Substance Use and Mental Health Risk and Protective Factors

Level	Risk Factors	Protective Factors
Individual	Negative emotional state Poor coping skills and behaviors	Emotional self-regulation High self-esteem Strong coping skills (e.g., problem-solving skills, ability to stand up for beliefs and values)
Family and Relationships	None	None
School, Peer, and Community	Academic failure Norms favorable towards substance use	Opportunities for prosocial engagement in the school and community Positive social norms

Empirical Evidence of Impact

Prevention Focus	Outcome	Population Age	Evidence Strength and Study Populations of Focus
Alcohol	Changes in Knowledge, Attitudes, or Beliefs	11-14	Moderate (General Population)¹
Alcohol	Reduced Use or Delayed Initiation	11-14	Promising (General Population)¹
Cannabis	Changes in Knowledge, Attitudes, or Beliefs	11-14	Moderate (General Population)¹
Cannabis	Reduced Use or Delayed Initiation	11-14	Moderate (General Population)¹
Cocaine	Reduced Use or Delayed Initiation	11-14	Promising (General Population)¹
Tobacco	Changes in Knowledge, Attitudes, or Beliefs	11-14	Promising (General Population)¹
Tobacco	Reduced Use or Delayed Initiation	11-14	Practice-Based (General Population)¹
Mental Health (General)	Behavior, Attitudes, and Functioning	11-14	Promising (General Population)^2–3
Mental Health (General)	Improved Relationships and Community Connectedness	11-14	Promising (General Population)³

References

¹ Eisen, M., Zellman, G. L., & Murray, D. M. (2003). Evaluating the Lions-Quest "Skills for Adolescence" drug education program: Second- year behavior outcomes. Addictive Behaviors, 28(5), 883-897. https://doi.org/10.1016/s0306-4603(01)00292-1

² Jones, S., Kahn, J., Nelson, B., & Temko, S. (2019). Year 2 Report: A Quasi-Experimental Evaluation of Lions Quest Skills for Adolescence in Two Middle Schools. https://www.lions-quest.org/wp-content/uploads/2020/06/report-sfa-2019-jan.pdf

³ Kidron, Y., Garibaldi, M., & Osher, D. (2016). Lion’s Quest Skills for Adolescence: Implementation and Outcome Study in Wood County, West Virginia – Final Report. https://www.lions-quest.org/wp-content/uploads/2020/06/SFC-2016jan.pdf

What California Providers Are Saying

We have not yet spoken to any California providers who have experience implementing Lions Quest. If you have implemented it, we would love to hear from you. Please contact us.