Project ALERT

Website

https://www.projectalert.com/

Program Description

Project Adolescent Learning Experiences in Resistance Training (ALERT) is a middle school drug prevention program addressing experimental and continued use of substances like alcohol, tobacco, and marijuana. The curriculum includes 11 seventh-grade lessons and 3 booster sessions in eighth grade, focusing on fostering nonuse attitudes, countering pro-drug influences, and teaching refusal strategies. Lessons incorporate class discussions, role-play, videos, and group activities. Materials, updated for 2024-25, are available in English and Spanish, ensuring an engaging and flexible approach for educators and students.

Prevention Category

Selective
Universal - Direct

Practice Level

Individual
Relationship

Strategies

Education

Practice Components

Level
Components
Individual
Education
Self-Efficacy or Self-Esteem Enhancement
Skills Training
Relationship
Peer Norm Development
Peer-Led Approaches
Community/Society
None

Risk and Protective Factors

Risk Factors
Protective Factors
Individual Risk Factors
Early initiation of substance use
Favorable attitudes towards substance abuse
Individual Protective Factors
High self-esteem
Strong coping skills (e.g., problem-solving skills, ability to stand up for beliefs and values)
Family Risk Factors
History of family substance misuse
Substance use among caregivers
Family Protective Factors
None
School, Peer, and Community Risk Factors
Accessibility of substances
Norms favorable towards substance use
Substance use among peers
School, Peer, and Community Protective Factors
Community norms, beliefs, and standards against substance use
Positive social norms

Population Age

Age 6-12
Age 13-17

Populations of Focus

Asian
General Population
Hispanic or Latino
Rural

Settings

School (K-12)

Parental/Caregiver Involvement

No parent or caregiver involvement

Substance Use Prevention Focus

Alcohol
Cannabis
Tobacco

Recommended Staffing

Peers
Teachers or educators

Empirical Evidence of Impact

Substance Substance-Related Behavior Population Age Evidence Strength and Study Populations of Focus
Alcohol Changes in Knowledge, Attitudes, or Beliefs Middle School Promising (General Population)1-4
Alcohol Reduced Use or Delayed Initiation Middle School Moderate (General Population)2-3,5-6
Cannabis Changes in Knowledge, Attitudes, or Beliefs Middle School Moderate (General Population)1,5-6
Cannabis Reduced Use or Delayed Initiation Middle School Promising (General Population)2-3,5-6
Tobacco Changes in Knowledge, Attitudes, or Beliefs Middle School Promising (General Population)1-2,4-5
Tobacco Reduced Use or Delayed Initiation Middle School Promising (General Population)2-3,5-6
Substance Use (General) Changes in Knowledge, Attitudes, or Beliefs Middle School Moderate (General Population)3-4
References

1 Ghosh-Dastidar, B., Longshore, D. L., Ellickson, P. L., & McCaffrey, D. F. (2004). Modifying pro-drug risk factors in adolescents: Results from Project ALERT. Health Education & Behavior, 31(3), 318-334. https://doi.org/10.1177/1090198104263333

2 St Pierre, T. L., Osgood, D. W., Mincemoyer, C. C., Kaltreider, D. L., & Kauh, T. J. (2005). Results of an independent evaluation of Project ALERT delivered in schools by Cooperative Extension. Prevention Science, 6(4), 305-317. https://doi.org/10.1007/s11121-005-0015-0

3 Ellickson, P. L., Bell, R. M., & Harrison, E. R. (1993). Changing adolescent propensities to use drugs: Results from Project ALERT. Health Education Quarterly, 20(2), 227-242. https://doi.org/10.1177/10901981930200021

4 Kovach Clark, H., Ringwalt, C. L., Hanley, S., & Shamblen, S. R. (2010). Project ALERT’s effects on adolescents’ prodrug beliefs: A replication and extension study. Health Education & Behavior, 37(3), 357-376. https://doi.org/10.1177/1090198109353

5 Ellickson, P. L., McCaffrey, D. F., Ghosh-Dastidar, B., & Longshore, D. L. (2003). New Inroads in Preventing Adolescent Drug Use: Results From a Large-Scale Trial of Project ALERT in Middle Schools. American Journal of Public Health, 93(11), 1830–1836. https://doi.org/10.2105/ajph.93.11.1830

6 Ringwalt, C. L., Clark, H. K., Hanley, S., Shamlen, S. R., & Flewelling, R. L. (2009). Project ALERT. A cluster randomized trial. Archives of Pediatric and Adolescent Medicine, 163(7), 625–632. https://doi.org/10.1001/archpediatrics.2009.88

Training and Technical Assistance

The developers of Project ALERT encourage providers implementing the intervention to complete the free online training, which takes approximately six hours. The Project ALERT website also includes implementation case studies, videos, teacher binders, classroom posters, data dashboards, and materials that can be included in lesson plans.

Adaptations

Lessons are designed to take a full class period but can be adapted to fit into shorter instructional blocks. Project Alert has been adapted to digital delivery, students with special needs, Spanish language, and culturally diverse communities with Indigenous and African American populations. It has continually been updated, with the most recent version designed for implementation during the 2024-25 school year. Project ALERT has been used in all 50 states, and educators have also been certified to deliver it internationally (Australia, Canada, Mexico, Chile, India, and Japan).

Program Costs

Required training and implementation materials are available at no cost.

What California Providers Are Saying

What They Like About Project ALERT

  • The program can be adapted to meet needs of program and population it serves, including integration of local and culturally-appropriate strategies, such as those designed for Southeast Asian or Latino/a/x youth.
  • Participants are highly engaged and enthusiastic about the program.
  • Includes good role plays and videos that are updated and feel relevant for today’s youth.
  • The focus on social-emotional learning is beneficial.

 

Tips and Recommendations for Implementing Project ALERT

  • Some of the language in materials can be stigmatizing towards substance use, so adaptations may be necessary.
  • It can take time for participants to become comfortable discussing substance use.
  • Emphasizing the program’s ability to teach leadership, rather than solely focusing on preventing substance use, can be highly effective.
  • Incorporating social media into the program can enhance participant engagement.
  • Materials for younger students may need to be adapted to be more age and culturally appropriate.
  • Some of the materials may need to be updated.

Labels

Universal,
Selective,

Individual,
Relationship,

Information dissemination,
Education,

Education,
Self-efficacy/self-esteem enhancement,
Skills Training,

Peer Norm Development,
Peer Led Approaches,

Shift Community Norms,

Early initiation of substance use,
Favorable attitudes towards substance abuse,

High self-esteem,
Strong coping skills (e.g. problem-solving skills, ability to stand up for beliefs and values),

History of family substance misuse,
Substance use among caregivers,

Accessibility of substances,
Norms favorable towards substance use,
Substance use among peers,

Community norms, beliefs, and standards against substance use,
Positive social norms,

Age 6-12, Ages 6-12,
Age 13-17, Ages 13-17,

General Population, Hispanic,

No parent/caregiver involvement,

Alcohol,
Cannabis,
Tobacco,

School (K-12), k-12,

Peers,
Teachers/Educators, teachers educators,