As the number of schools, districts, and states participating in school reform efforts grows, so, too, does the importance of linking your substance abuse and violence prevention initiatives to these programs. Failing to do so will compromise the success of your prevention efforts as well as the success of these other reform efforts.

Integrating prevention with education reform may not be as difficult as it sounds. Though the two agendas are frequently on parallel paths, they share many similiarities. To begin with, both share the same overarching goal: to facilitate positive development so that young people can reach their full potential. Research has shown that healthy behavior and academic achievement are intrinsically connected--any efforts to support one simultaneously supports the other. In fact, the National Forum to Accelerate Middle-Grades Reform--an alliance of educators, researchers, national associations, and officers of professional organizations and foundations--is dedicated to reframing the national discourse on middle-grades education so that it reflects this connection. It's purpose is to advance the idea that "schools do not have to choose between equity and excellence, or between a healthy school climate and a strong academic program. Rather they must focus on all of these if they want students to achieve at significantly higher levels."

Prevention and education reform research also share many "best practices." Both fields acknowledge the importance of providing activities, programs, and services that are sensitive to and span the continuum of student needs. To meet those needs, both advocate coordinated, multi-level approaches, as well as long-term collaboration among school staff, parents, and others invested in the well-being of youth. Just as it is essential for MSCs to convene a planning group to help shape school and community prevention initiatives, so too do many research-based school reform models call for the gathering together of parents, educators, students, and community members to define a coherent vision or mission for a school. Exemplary models from both fields also promote parent and community participation in program activities, as well as linkages between schools and community-based medical, psychological, and social services.

As mentioned above, prevention and education reform efforts often progress within schools in a parallel and largely disconnected manner. This leads to "a proliferation of add-on programs, curricula, projects, and activities that has both overwhelmed schools and made the school experience more complex, fragmented, and confusing for staff and students alike." According to Tom Glenman of the Rand Coporation, program failure is almost certain when "[one initiative] is inserted on top of a whole set of other initiatives that may or may not bear any relationship, but are run by different people and have different accountability chains."

By working to connect and coordinate prevention and school reform agendas, you can prevent duplication of efforts and maximize limited resources. In addition, you will enhance the quality of your programs by bringing together a wider variety of perspectives, skills, and resources to contribute to the promotion of positive youth development.

References

Housman, N.G. (2001, January). A CSR Agenda: Emerging Themes for Research, Policy, and Practice. Washington, DC: National Clearinghouse for Comprehensive School Reform. Available online at: http://www.goodschools.gwu.edu/ pubs/issue/ibjan01.pdf.

Hixson, J. (1994). Making the Case for Integrating Prevention and Restructuring Initiatives. In Student Assistance for the 21st Century (pp. 41-44). Oak Brook, IL: Midwest Regional Center for Drug-Free Schools and Communities.

National Forum to Accelerate Middle-Grades Reform. (2001). Background History. Newton, MA: Author. Available online at: http://www.mgforum.org/about.asp.

North Central Regional Educational Laboratory. Critical Issue: Infusing Prevention into the Curriculum. Naperville, IL: Author. Available online at: http://www.ncrel.org/sdrs/areas/ issues/envrnmnt/drugfree/sa300.htm.

Wang, M.C., Haertel, G.D., & Walberg, H.J. (1998, April). Models of reform: A comparative guide. Educational Leadership, 66-71.