Harm Reduction drug education is a dangerous alternative to abstinence-based drug education and teaches children that drug use is the norm. Despite the fact that drug use is illegal, this flawed thought not only condones but also increases the use of dangerous substances.

• Harm reduction does not account for the harmful associated psychological impact of drug use.
• Harm reduction does not account for the dangerous activities associated with drug use such as loss of sexual inhibitions and driving under the influence.
• Harm reduction gives children the green light to use drugs and alleges they can do so safely.
• Educational strategies include the “responsible use” theory of drugs and the idea that using drugs is acceptable, regardless of their harmful effects.
• This philosophy does not take into consideration those children who may have addictive tendencies and insists that drug use does not constitute abuse.
• The primary objective of harm reduction is the legalization of drugs, and the fallacy that drug use can be managed and controlled is a Trojan horse used to desensitize the public’s opinion on drugs.

Abstinence-based drug education

Drug educators, school officials, parents and others concerned about the welfare of children should routinely monitor the content of drug education curricula being utilized with youth. The following list of criteria, furnished by Positive Prevention Plus, can be used for assessing and/or developing curricula for effective drug prevention education.

• Encouragement of “no drug use” messages
• Rejection of “responsible use” messages
• Addressing all stages of drug use (not just dependency, from no use through no problem use/dependency)
• Materials address alcohol and tobacco as well as other substances and illegal drugs
• Encouragement of peer teaching, drug free youth groups, etc.
• Easily updated—publishers update regularly
• Comprehensiveness (age appropriate information)
• Upbeat and appealing presentation
• Skills in gathering/evaluating information
• Decision making, coping, self-concept, peer pressure, reversal techniques
• Discussion of school policies on drugs/alcohol/tobacco
• Flexibility for varying educational settings
• Evaluation
• Student/parent/teacher input design
• Parent drug education components
• Adequate reference back-up for teachers
• Avoidance of curiosity builders such as illustrations of drug-taking techniques
• Cultural sensitivity
• Addressing media issues, overt/covert/implied approval of drug use (songs, TV, films, commercials, t-shirts, cartoons, advertisements, etc.)
• Knowledge, attitudes and behavior should be addressed
• Promotion of positive, healthy drug free lifestyles as the norm