Abstract
Background: This study examines the implementation and evaluation of the Peer Assisted School Transition (P.A.S.T.) Project, an evidence-informed, peer-led intervention designed to prevent substance misuse among youth during key educational transitions. The study explores the effectiveness of the program in strengthening protective factors, reducing risk factors, and enhancing skills related to substance misuse prevention.
Methods: A mixed-methods evaluation design was employed. Quantitative data were collected through pre- and post-surveys administered to fifth- and eighth-grade students to assess changes in knowledge, attitudes, and skills. Qualitative data were collected through focus groups, interviews, and observations to provide contextual insight into program implementation and participant experiences. Thematic analysis was conducted using Braun and Clarke’s six-phase approach.
Results: Findings indicate significant improvements across multiple outcome domains. Among fifth-grade participants, the largest gains were observed in risk awareness (+36 percentage points) and understanding of protective factors (+24), along with improvements in self-image (+18) and transition readiness (+9). Among eighth-grade participants, notable increases were found in decision-making skills (+25), ability to resist peer pressure (+23), and self-image (+22). Qualitative findings revealed themes related to leadership development, peer connection, skill-building, and program engagement, with participants reporting increased confidence, improved communication skills, and strengthened social support.
Conclusions: The P.A.S.T. Project demonstrates promise as a theory-driven, peer-led intervention that effectively enhances substance misuse prevention competencies among youth. Findings support the value of integrating evidence-based frameworks with peer-led delivery models to address risk and protective factors during critical developmental transitions. Continued refinement and evaluation of such programs are warranted to strengthen their impact and scalability in diverse school settings.
Purpose - This study examines the implementation and evaluation of the Peer Assisted School Transition (P.A.S.T.) Project, an evidence-informed, peer-led intervention designed to prevent substance misuse among youth during key educational transitions. The study explores the effectiveness of the program in strengthening protective factors, reducing risk factors, and enhancing skills related to substance misuse prevention.
Methods - A mixed methods evaluation design was employed. Quantitative data were collected through pre- and post-surveys administered to fifth- and eighth-grade students to assess changes in knowledge, attitudes, and skills. Qualitative data were collected through focus groups, interviews, and observations to provide contextual insight into program implementation and participant experiences. Thematic analysis was conducted using Braun and Clarke’s six-phase approach.
Results - Findings indicate significant improvements across multiple outcome domains. Among fifth-grade participants, the largest gains were observed in risk awareness (+36 percentage points) and understanding of protective factors (+24), along with improvements in self-image (+18) and transition readiness (+9). Among eighth-grade participants, notable increases were found in decision-making skills (+25), ability to resist peer pressure (+23), and self-image (+22). Qualitative findings revealed themes related to leadership development, peer connection, skill-building, and program engagement, with participants reporting increased confidence, improved communication skills, and strengthened social support
Conclusions - The P.A.S.T. Project demonstrates promise as a theory-driven, peer-led intervention that effectively enhances substance misuse prevention competencies among youth. Findings support the value of integrating evidence-based frameworks with peer-led delivery models to address risk and protective factors during critical developmental transitions. Continued refinement and evaluation of such programs are warranted to strengthen their impact and scalability in diverse school settings.
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Recommended Citation
King, Afiya; Wise, Hillarie; Cross, NaKia; Dent, Donna; Williamson, Andrew Jordan; Osman, Maysa; and Pavao, Carlos A O
(2026)
"Defining Evidence-Based Practices from a Practitioner Perspective: An Analysis of How the Peer Assisted School Transition (P.A.S.T.) Project Fits within the Evidence-Based Practices Continuum,"
Journal of the Georgia Public Health Association: Vol. 11:
No.
1, Article 14.
Available at:
https://digitalcommons.georgiasouthern.edu/jgpha/vol11/iss1/14
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