Train‐the‐Educator
Boosting Knowledge and Confidence for Conducting Substance Use Prevention Education
Bibliographic Data
| ID | 21354018 |
|---|---|
| Authors | Jessica Liu (0000-0002-8455-0127, REACH Lab, Division of Adolescent Medicine, Department of Pediatrics Stanford University Palo Alto California USA), Carly Kajiwara (REACH Lab, Division of Adolescent Medicine, Department of Pediatrics Stanford University Palo Alto California USA), Devin M McCauley (0000-0002-0794-9433, Palo Alto University), Devin McCauley (REACH Lab, Division of Adolescent Medicine, Department of Pediatrics Stanford University Palo Alto California USA), Bonnie Halpern‐felsher (0000-0001-9276-1322, REACH Lab, Division of Adolescent Medicine, Department of Pediatrics Stanford University Palo Alto California USA, corresponding author) |
| Year | 2025 |
| Volume | 95 |
| Issue | 1 |
| Pages | 78-93 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of School Health (JOURNAL) |
| Journal identifiers | ISSN: 0022-4391 • E-ISSN: 1746-1561 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/josh.13534 |
| PMID | 39777684 |
| OpenAlex | W4406134776 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
BACKGROUND: School-based substance use prevention is important, yet many educators are not trained in the curriculums. The purpose of this study was to assess changes in educators' knowledge about substances and confidence in delivering drug education before and after participating in educator trainings, as well as overall perceptions of the trainings, for three curriculums: tobacco, cannabis, and all drugs prevention. METHODS: We conducted one-arm pre-post analyses evaluating educators' changes in knowledge about products and confidence to deliver curriculums. A total of 1064, 648, and 171 educators participated in the trainings and completed surveys (June 2021-November 2023) about drug knowledge (closed-ended, three items for tobacco, five for cannabis), confidence to deliver curriculums (Likert, four items for all trainings), and perceptions of the trainings (open-ended, four items for all trainings). Paired-sample t-tests and McNemar tests of paired proportions were conducted for the matched sample. Two coders double-coded open-ended responses to identify key themes. RESULTS: The training for tobacco was associated with pre-post improvements on all knowledge questions (p's ≤ 0.001). Trainings for all three curriculums were associated with pre-post improvements for all confidence questions (p's < 0.007). Participants qualitatively reported wanting longer trainings with more in-depth content and navigation of materials. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Our findings suggest that trainings are a promising method that may improve the knowledge and confidence of educators who deliver drug education curriculums. CONCLUSIONS: Educator trainings will likely benefit from detailed content on various substances, interactive activities, and show educators how to tailor curriculums based on their students' specific needs.
Cannabis · Curriculum · Drug education · Knowledge level · Likert scale · Mathematics education · McNemar's test · Medical education · Pedagogy · Psychiatry · Substance abuse · Health Policy Implementation Science · Medicine · Psychology · School Health and Nursing Education · Substance Abuse Treatment and Outcomes
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |