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Background <p>Substance use often begins in adolescence, making early identification and prevention essential to avert downstream harms, including substance use disorders. This study evaluated the impact of a peer-led, school-based storytelling program on participating middle- and high school students.</p> Methods <p>A cross-sectional, anonymous, online survey was distributed from 2014 to 2020 to Midwestern middle and high-schoolers who had attended a school-based event, “Ignite &amp; Engage,” led by a recovery community organization (RCO). Descriptive statistics summarized quantitative and an inductive thematic analysis summarized qualitative survey results.</p> Results <p>Of 10,438 surveyed students, 2,853 (27.3%) reported ever using substances The majority (55.2%) reported initiating substance use between the ages of 14 and 16 years, and 29.2% initiated it at an earlier age. The program impact was rated by 996 respondents, with 71.3% of them viewing it favorably and 76.3% noting presenters’ personal recovery stories as the most valuable elements, and 51.2% feeling less likely to use alcohol or drugs afterwards, an effect stronger in middle- than high school youth (60.3% vs. 49.5%, respectively, <i>p</i> &lt; 0.001). Qualitative feedback (<i>N</i> = 2,884) echoed the quantitative findings, emphasizing students’ greater intent to avoid substance use, seek help, support peers, and reflect on recovery.</p> Conclusion <p>This school-based storytelling program, delivered by presenters with lived experience of addiction recovery, represents a promising, novel approach to substance use prevention and harm reduction among middle- and high school students.</p>

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“Ignite & engage:” A mixed methods evaluation of a peer-led, school-based substance use prevention program

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月11日

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  • Kenneth W. Verbos II,
  • Arjola Agolli,
  • Stephen Sandelich,
  • Anthony Alvarado,
  • Alma Jusufagic,
  • Kenneth D. Croes,
  • Aleksandra E. Zgierska

摘要

Background

Substance use often begins in adolescence, making early identification and prevention essential to avert downstream harms, including substance use disorders. This study evaluated the impact of a peer-led, school-based storytelling program on participating middle- and high school students.

Methods

A cross-sectional, anonymous, online survey was distributed from 2014 to 2020 to Midwestern middle and high-schoolers who had attended a school-based event, “Ignite & Engage,” led by a recovery community organization (RCO). Descriptive statistics summarized quantitative and an inductive thematic analysis summarized qualitative survey results.

Results

Of 10,438 surveyed students, 2,853 (27.3%) reported ever using substances The majority (55.2%) reported initiating substance use between the ages of 14 and 16 years, and 29.2% initiated it at an earlier age. The program impact was rated by 996 respondents, with 71.3% of them viewing it favorably and 76.3% noting presenters’ personal recovery stories as the most valuable elements, and 51.2% feeling less likely to use alcohol or drugs afterwards, an effect stronger in middle- than high school youth (60.3% vs. 49.5%, respectively, p < 0.001). Qualitative feedback (N = 2,884) echoed the quantitative findings, emphasizing students’ greater intent to avoid substance use, seek help, support peers, and reflect on recovery.

Conclusion

This school-based storytelling program, delivered by presenters with lived experience of addiction recovery, represents a promising, novel approach to substance use prevention and harm reduction among middle- and high school students.