Preliminary effectiveness of the OurFutures alcohol and cannabis prevention program in German schools

AI Summary

OurFutures Alcohol and Cannabis course was adapted for German schools, linked to the MOFA counselling portal, and piloted in four secondary schools.
Students in the intervention showed significantly greater increases in alcohol and cannabis knowledge than controls (alcohol n=62 vs 28; cannabis n=63 vs 31).
No significant effects on attitudes or intentions; programme well received by students and teachers; broader implementation requires coordination between education and addiction services.

Internet Interv. 2026 Jul 11;45:100978. doi: 10.1016/j.invent.2026.100978. eCollection 2026 Sep.

ABSTRACT

BACKGROUND: Psychoactive substance use often begins during adolescence, and early initiation increases risks of problematic use and adverse health outcomes. Few evidence-based, technology-supported substance use prevention programs for adolescents exist in Europe. OurFutures (previously Climate Schools) is a web-based substance use prevention program developed in Australia that has been shown to improve substance-related knowledge and strengthen refusal and harm-minimization skills. This study aimed to adapt the OurFutures Alcohol and Cannabis course for German schools and to evaluate its feasibility and preliminary effectiveness. To strengthen the link between prevention and early intervention, the program was connected to the Mobile Online Portal for Questions on Addiction (MOFA), enabling students to access counseling services via chat, email, or telephone.

METHODS: The Alcohol and Cannabis course was adapted for the German school and addiction systems, and the online portal was created. Effectiveness and implementation were assessed in four German secondary schools using a controlled pilot study with quantitative surveys, complemented by exploratory qualitative feedback from a focus group (n = 2) and three individual interviews.

RESULTS: Analyses of covariance demonstrated that the intervention group’s knowledge about alcohol (n = 62) and cannabis (n = 63) increased significantly more than of controls (n = 28 and 31). No significant differences were observed for attitudes or intentions to use. Most students evaluated the Alcohol module positively and relevant. Qualitative findings indicated satisfaction among students and teachers, with suggestions for school implementation.

CONCLUSION: This blended-learning program increased substance-related knowledge and may strengthen school-based prevention in Germany. Wider implementation requires coordination between education and addiction systems.

PMID:42472006 | PMC:PMC13380173 | DOI:10.1016/j.invent.2026.100978

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