Through comparative socio-historical analysis of American school-based drug education, this
review critically examines past perspectives and practices and how they shaped current pro
grams. Among the key findings emerging from this analysis: Contrary to the popular belief that
drug education began in the 1960s, its roots actually go back at least 115 years to the advent of
compulsory temperance tnstruction. Although the particular substances targeted by such ap
proaches have changed, the underlying approaches and dominant "no-substance-use" injunc
tion has not. Despite the existence of "informed choice" approaches, throughout much of this
period, evaluation efforts continue to be constrained by the limited dictates of "no-use"
perspectives. A pragmatic alternative to contemporary "Just Say No" education is offered that
strives to minimize potential harm resulting from the uninformed misuse of licit and illicit
substances. A unique evaluative strategy designed to assess the effectiveness of thts form of
"informed choice" or "harm reduction" drug education is discussed.
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