On May 3, 2025, I attended an educational event hosted by the Richmond RCMP at Lansdowne Centre. The event featured various community engagement activities, including fraud prevention information, discussions on the D.A.R.E. program’s keepin’ it REAL curriculum, and cycling demonstrations by officers participating in the upcoming Cops for Cancer Tour de Coast. Families enjoyed photo opportunities with Sergeant Safety Bear and a Mountie in Red Serge.

During the event, I spoke with an officer about the current state of drug prevention education in our schools. I learned that while the D.A.R.E. program, now featuring the evidence-based keepin’ it REAL curriculum, is available, it is no longer mandatory in British Columbia schools. Participation is optional, and many schools have chosen not to include it in their curriculum.

This is particularly concerning given that British Columbia has been under a public health emergency due to the toxic drug crisis since 2016. Thousands of lives have been lost to overdose, and communities continue to grapple with the impacts of addiction. In this context, the absence of consistent drug prevention education in schools is alarming.

Programs like keepin’ it REAL focus on equipping students with real-life skills such as communication, decision-making, and peer resistance. In Richmond, the program is often delivered over a 10-week period to students in Grades 5 and 6, facilitated by uniformed police officers in partnership with classroom teachers. However, it’s important to note that trained educators, school counselors, and community prevention specialists can also effectively deliver this curriculum.

Local organizations like Richmond Addiction Services Society (RASS) play a crucial role in youth education and prevention. RASS offers programs that promote mental wellness, healthy relationships, and strong decision-making skills, aligning closely with the philosophy behind keepin’ it REAL.

Critics have raised concerns about the involvement of police officers in delivering educational content, suggesting it may blur the lines between education and law enforcement. Some students might feel uncomfortable discussing sensitive topics in the presence of law enforcement, potentially leading to unintended consequences. These concerns highlight the importance of considering alternative facilitators for such programs.

Beyond keepin’ it REAL, several other evidence-based programs offer holistic approaches to youth education and substance use prevention:

• LifeSkills Training (LST): Focuses on personal and social skills to reduce substance use.
• Too Good for Drugs: Promotes emotional literacy, goal-setting, and refusal skills.
• Second Step: Emphasizes emotional intelligence, conflict resolution, and responsible decision-making.
• Positive Action: Links positive behavior with a positive self-image to support academic achievement and mental health.
• Project ALERT: Teaches resistance strategies and corrects misconceptions about drugs and alcohol.
• The 4th R (Relationships): Developed in Canada, it supports students in navigating relationships, peer pressure, and emotional challenges.

These programs share a common goal: empowering young people with the skills and confidence to make healthy life choices.

Reflecting on the RCMP event, I appreciate the efforts to engage the community and raise awareness. However, the need for consistent, evidence-based drug prevention education in our schools remains pressing. By prioritizing such programs and considering diverse facilitators, we can better equip our youth to navigate the challenges they face.

Prevention is not about policing; it’s about empowering, caring, and fostering hope. If we truly want to build a healthier future, we must begin by listening to our youth and supporting them in every classroom and community.