2025/12/18 by Huyen Trang Nguyen, Murooj Yousef, James Durl +3
paper · doi:10.1177/00049441251403174
crossref issued 2025/12/18 · crossref published 2025/12/18 · crossref published-online 2025/12/18 · crossref created 2025/12/18 · crossref deposited 2026/07/24 · crossref indexed 2026/07/24 · crossref published-print 2026/08/01
This scoping review examines teacher perceptions of the implementation of school-based alcohol, vaping, and other drug (AOD) prevention programs delivered by teachers or school staff, across 17 selected programs. Studies were included if they were published between 2000 and October 2024, targeted students under 18, and reported teachers’ perceptions or insights regarding program delivery. Through inductive thematic analysis, two overarching themes were identified: teacher-specific outcomes and factors influencing program implementation. Teachers reported enhanced classroom environments and increased self-efficacy following program delivery. Key facilitators for successful implementation included supportive leadership, comprehensive training, and adequate resources, whereas barriers encompassed heavy workloads, limited funding, and program complexity. Based on these findings, the study proposes a conceptual model highlighting the interplay between teacher outcomes and implementation factors, offering a framework to guide the design, adaptation, and scaling of school-based AOD prevention programs. The model has practical implications for policymakers and school administrators, emphasising the centrality of teacher perspectives in enhancing program effectiveness and sustainability in real-world educational settings.