In Safe, Drug-Free, and Effective Schools for ALL Students: What Works!, the authors outline the components of a successful prevention program:

"The success of schoolwide prevention programs hinged on the following components (Mayer, 1995; Nelson, Carr, & Smith, 1998; Osher, 1996; Osher & Hanley, forthcoming; Reid, 1993; Sugai & Horner, in press):

• Clearly defined behavioral expectations
• Consistent implementation of discipline procedures and well-defined and consistently-delivered consequences for behavior
• Teaching of appropriate behavior to staff and students
• Support for staff and students in achieving high behavioral and academic standards
• Ongoing monitoring and dissemination of data collected to all staff
• Positive recognition and public acknowledgment of appropriate behavior
• Options that allow teachers to continue instruction when behavior problems occur and crisis intervention plans for dangerous behavior
• Engaging student-centered instruction
• Collaboration between regular and special educators and links to other school reform efforts
• Collaboration with family, community, and service providers
• Leadership that is committed to serving all students

The programs and schools visited created environments where students and staff felt a sense of caring, respect, and predictability. They created schools that were (in the words of a Lane County teacher from a school with a prevention orientation) 'safe and predictable for kids who know what to expect: that they'll be treated with dignity no matter what happens, [and] that staff won't give up on them.' Focus group discussions revealed that students and staff also felt as though they could ask for help without being fearful of judgment.”

Source: Quinn, M. M., Osher, D., Hoffman, C. C., & Hanley, T. V. (1998). Safe, drug-free, and effective schools for ALL students: What works! Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.