A Prevention 101 Series Publication

The Higher Education Center for

Alcohol and Other Drug Abuse and Violence Prevention

Funded by the U.S. Department of Education

Sustainability 

Building Program and Coalition Support
This publication was funded by the Office of Safe and Drug-Free Schools at the U.S. Department 

of Education under contract number ED-04-CO-0137 with Education Development Center, Inc. 

The contracting officer’s representatives were Tara Hill and Phyllis Scattergood. The content of this 

publication does not necessarily reflect the views or policies of the U.S. Department of Education, 

nor does the mention of trade names, commercial products, or organizations imply endorsement by 

the U.S. government. This publication also contains hyperlinks and URLs for information created 

and maintained by private organizations. This information is provided for the reader’s convenience. 

The U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, 

relevance, timeliness, or completeness of this outside information. Further, the inclusion of information or a hyperlink or URL does not reflect the importance of the organization, nor is it intended to 

endorse any views expressed, or products or services offered.

U.S. Department of Education

Arne Duncan

Secretary

Office of Safe and Drug-Free Schools

Kevin Jennings

Assistant Deputy Secretary

April 2010

This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. 

While permission to reprint this publication is not necessary, the citation should be: U.S. Department 

of Education, Office of Safe and Drug-Free Schools, Higher Education Center for Alcohol and Other 

Drug Abuse and Violence Prevention, Sustainability: Building Program and Coalition Support, 

Washington, D.C., 2010. 

This publication and other resources are available on the Web site for the U.S. Department of 

Education’s Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention: 

http://www.higheredcenter.org.
Sustainability

1

Given the prevalence of alcohol and 

other drug abuse and violence on our 

campuses and in our communities, 

programs and coalitions developed to 

prevent or intervene in these problems 

are faced with a challenging and longterm task. While the development of 

coalitions or campus-based prevention programs is a healthy start, these 

efforts must be sustained over time 

to have a truly lasting effect. Sustainability can seem a daunting task in the 

midst of implementing programs or 

mobilizing a coalition; however, 

by incorporating sustainability into 

all aspects of prevention efforts 

(assessment, planning, implementation, and evaluation), it becomes an 

achievable goal. This emphasis on 

sustainability will actually strengthen 

prevention efforts from the beginning. 

This publication is organized into 

two basic sections. The first emphasizes 

the need to include sustainability in 

assessment, planning, and evaluation. 

The final section focuses on mechanisms for developing and promoting 

sustainable programs and coalitions. 

Each aspect plays a role in overall 

sustainability. The following suggestions for program and coalition 

sustainability have been synthesized 

from publications, Web sites, and 

personal experiences shared by

colleagues across the country. 

Sustainability

Building Program and Coalition Support

by Peggy Glider, Ph.D.

1. Incorporating 

Sustainability Into 

Assessment, Planning, 

And Evaluation

Problem Analysis or Needs 

Assessment

The first, critical step in planning a 

program or building a coalition is to 

determine the scope and nature of the 

issues to be addressed, examining 

existing and needed resources and 

identifying barriers to implementation 

and sustainability. The May 2009 

publication Problem Analysis: The First 

Step in Prevention Planning1

 provides 

excellent guidelines for how to conduct 

a problem analysis within a campus or 

a community. Problem analysis is a key 

part of building sustainability. 

Ongoing problem analysis allows 

campuses to tailor programming or 

coalition goals to meet changing needs, 

to secure appropriate resources, and to 

identify key individuals who are 

supportive of prevention efforts and 

can help integrate existing programming or coalition efforts into the larger 

prevention efforts of the community. 

Depending on the nature of the 

programming or the goals of the 

coalition, planners may find that an 

initial problem has been resolved 

(e.g., new policies are in place and 

consistently enforced); however, new 

issues may have emerged or some 

initial problems may remain that need 

more sustained efforts. Without solid 

and ongoing problem analysis, it is 

difficult to build a strong argument for 

sustainability.

Strategic Planning

Effective programming and collaboration 

require planning. A strategic planning 

process is extremely useful in designing, 

implementing, and modifying prevention efforts to meet the needs of the 

campus and community, as identified 

through the problem analysis. Strategic 

Planning for Prevention Professionals on 

Campus,3

 an earlier publication in the 

Prevention 101 Series, describes in detail 

the strategic planning process that can 

be applied by prevention professionals. 

While strategic planning is often utilized 

during the program development phase, 

this process is also useful when planning 

Conducting a problem analysis 

involves (1) gathering objective data 

on the nature and scope of the problem at both national (for purposes 

of comparison) and local levels; (2) 

examining available resources and 

assets in the campus community; 

and (3) analyzing and summarizing this information to clarify needs 

and opportunities. Note that the 

process outlined here is suitable for 

both two- and four-year institutions, 

including both residential and commuter campuses.2
2

for sustainability.5 Ways to achieve 

sustainability should be built into the 

strategic plan. An example would be 

the early inclusion of stakeholders who 

will be helpful in sustaining prevention 

efforts. Laying the groundwork for 

sustainability goes hand-in-hand with 

implementation.6

 Thinking about and 

discussing sustainability throughout the 

strategic planning process will highlight 

those areas in which small changes in 

the plan can result in having the necessary data, partners, and visibility needed 

to support the long-term viability of the 

program or coalition. By including sustainability strategies from the beginning, 

planners are more likely to employ them 

in a timely and purposeful fashion.

It is also helpful to integrate program 

goals and priorities into the university 

strategic plan or plans of collaborating 

agencies, for instance, by tying 

prevention goals to the mission of the 

institution. Showing this relationship 

and the integral part the program plays 

strengthen sustainability efforts.7

 

Selecting Programs or Policies 

That Are Evidence Based or 

Theoretically Sound

It is much easier to sustain programs 

that are shown to be effective. The 

Prevention 101 Series publication 

Setting Goals and Choosing Effective 

Strategies8

 addresses the importance 

of working with programs that have 

evidence of effectiveness with similar 

populations or that address similar 

issues. In 2002, the Task Force of the 

National Advisory Council on Alcohol 

Abuse and Alcoholism of the National 

Institute on Alcohol Abuse and Alcoholism published an extensive review 

of existing programming, identifying 

four tiers of effectiveness: evidence of 

effectiveness among college students, 

evidence of success with general 

populations, evidence of promise, 

and evidence of ineffectiveness.9

 More 

in-depth reviews of specific recommendations have also been published. 

Toomey and her colleagues10 updated 

the research findings regarding environmental strategies, while Larimer 

and Cronce11 reviewed the literature 

supporting the effectiveness of 

individual-based strategies. Together, 

these three documents can serve as 

guidelines for selecting programs or 

strategies to address identified needs.

It is important to note that not all 

strategies, no matter how effective 

they have been, are appropriate for all 

campuses or situations. For instance, 

a program needs to consider the costs 

and resources involved prior to selecting a strategy, even if it is considered 

the most effective program to employ. 

Selecting the appropriate strategy 

should be based on in-depth assessment 

of needs and existing resources (as described above under Problem Analysis), 

including staffing and institutional 

support, to ensure that the program 

or strategy is a good fit and thus more 

likely to be effective and sustainable. 

Selecting evidence-based strategies that 

fit the campus’s situation and conducting a sound evaluation (see below) to 

demonstrate the effectiveness of these 

strategies (e.g., our program or strategy 

works and is making a difference) lay a 

strong foundation for garnering longterm commitment and sustainability.

Evaluation 

Even if evidence-based strategies are 

implemented, ongoing process and 

outcome evaluation are needed to 

provide data to strengthen programming. Solid evaluation data are also 

necessary to build the argument for 

sustainability by providing evidence of 

effectiveness. As part of the strategic 

planning process and ongoing program 

implementation, evaluation is critical.12

Process evaluation documents what 

was done while outcome evaluation 

documents the changes that occurred 

due to the program or coalition efforts. 

Evaluation needs to be part of the 

strategic plan to ensure that the appropriate data are collected and utilized to 

monitor program or strategy implementation, make improvements, as needed, 

and to determine level of impact. 

Sound program evaluation should assist 

in identifying the key components of 

the program that need to be sustained, 

at a minimum, to continue having the 

desired outcomes.13 Evaluation should 

also look at cost-effectiveness. When 

seeking resources for sustainability, evaluation data help to build the argument for 

why current efforts should be continued 

and the potential costs (e.g., medical, 

“Start on the first day of programming or external funding to 

discover any future barriers to 

sustaining efforts.” 

—Betty Straub, Ed.D., 

 Senior Program Director/

 Research Evaluator-Scientist 

 Pacific Institute for 

 Research and Evaluation

Those involved in strategic planning 

must (1) conduct a problem analysis; (2) establish long-term goals and 

objectives—that is, the changes in 

people or the environment that are 

needed to reduce the magnitude of 

the problem; (3) examine research, 

historical program experience, and 

theory to identify potential strategies that will address the campus’s 

problems and achieve its long-term 

goals and objectives; (4) create a 

strategic plan; and (5) execute an 

iterative evaluation plan.4
Sustainability

3

“Support and assist the community members who share common 

concerns. . . . Invite members 

to join your coalition with caution and purposeful intent. Avoid 

the trap of one person from this 

department and one from that 

organization just to fill the roster.” 

—Sally A. Linowski, Ph.D., 

 Associate Director,

 University Health Services, 

 University of Massachusetts 

 Amherst

2. Mechanisms for 

Developing and 

Promoting 

Sustainable Programs

Collaboration

Given the immensity of the task of preventing or reducing alcohol and other 

drug abuse and violence, collaboration 

is essential. Strong programs identify 

key stakeholders on and off campus 

who can share the same vision and work 

collaboratively to develop, implement, 

evaluate, and sustain efforts through 

identifying how each can be helpful 

in mobilizing long-term support and 

resources. The stronger these relationships, the more likely key stakeholders 

will contribute to sustaining efforts. 

Experiences in Effective Prevention: The 

U.S. Department of Education’s Alcohol 

and Other Drug Prevention Models on 

College Campuses Grants16 indicates 

that across model programs, collaboration created a “critical mass” of strong 

support. Collaboration also allows for 

sharing of resources and demonstrates 

strong commitment to the issue(s). 

Collaboration requires ongoing communication and nurturing of relationships. Partners need to be empowered 

to use their strengths.17 Not all collaborators will be involved in all aspects of 

the program or coalition; administrators should utilize partner strengths, 

interests, and resources strategically. 

Programs and coalitions also need individuals who will advocate for them and 

guidance on how to find the right 

person and then build a strong working relationship with him or her. Given 

limited funding for most programs, 

paying for evaluation can be a challenge. One suggestion would be to 

contact a local college to identify 

professors or students who are interested in the topic and may be willing 

to become involved. Most professors 

and graduate students need data for 

publications so this can be a winwin situation. The Higher Education 

Center’s Web site also provides a wide 

range of resources on program evaluation that can be useful in planning for 

evaluation and assuring that appropriate data are collected to build support 

for sustainability. 

property damage, liability insurance 

premiums) if they go away.14 It is also 

important to understand what the data 

indicate and how to present the data to 

avoid overgeneralizing (e.g., contributing desired changes to the program 

when no direct links exist or assuming 

that the findings for a specific program 

mean the same program would work on 

all campuses) or misusing the data (e.g., 

only reporting desired outcomes without 

acknowledging negative outcomes).

Engaging an evaluator from the 

beginning of program development 

is important. The publication How to 

Select a Program Evaluator15 outlines 

questions to ask and skills to look for 

when hiring an evaluator and gives 

assist in identifying ongoing support.18

Building collaborative partnerships is 

an ongoing process that can involve 

some common barriers, such as varying 

priorities among members, conflicts of 

interest, and lack of or shifting funding. 

To overcome these barriers, coalition 

leaders need to continually assess what is 

happening, communicate concerns, and 

work with all members to overcome any 

issues. As programs are implemented 

and refined, more collaboration may 

be needed. 

Networking

It may be helpful to network with other 

groups across the state and country 

who share the program’s or coalition’s 

mission. These can include state or local 

prevention agencies, MADD chapters, 

state liquor control offices, county 

treatment and prevention programs, 

and so forth. Such networking efforts 

can increase the program’s visibility. 

In Experiences in Effective Prevention,19

model program recipients reported that 

networking increased the likelihood of 

sustainability; that is, it is more difficult for an institution to discontinue a 

program that has gained local, state, or 

national recognition. Broader networking can also help to modify and improve 

efforts through the exchange of ideas 

and techniques with colleagues. Attending state and national professional 

meetings can provide program staff and 

coalition leadership with the latest effective strategies. Networking can also provide insight into sustainability strategies 

and resources that might not have been 

identified locally but have been successful for similar programs or groups. 

Promoting the Program

Every publication, Web site, and colleague queried about sustainability indicated the importance of promoting the 

program. For a program or coalition to 
4

Promoting the program also means 

presenting program goals and data in a 

format that makes them easy to understand, communicate, and utilize. Presentations of program successes need to 

be tailored to the audience.21 It can be 

helpful to present both quantitative data 

(numbers showing changes in desired 

behaviors) and qualitative data (anecdotes or testimonials from program 

recipients or stakeholders). By combining these types of data, the presentation 

can engage the audience and present 

measurable evidence of success. 

One helpful way to raise awareness 

of the issues and promote existing 

programming is through the biennial 

review process. All institutions of higher 

education that receive any type of 

federal funding are required by law to 

conduct a biennial review of their 

prevention program to determine its 

effectiveness and implement changes to 

the program if they are needed, and to 

ensure that disciplinary sanctions are 

consistently enforced.22 Engaging 

stakeholders from across campus, 

including senior administration, in this 

review process provides the opportunity 

to highlight program effectiveness, 

identify gaps in services or programming that need to be filled, and discuss 

potential negative effects on the campus 

and community should the existing 

programs no longer be available. One 

note of caution is to make sure that the 

process is a true assessment and reporting of what is happening, not an 

opportunity to make the campus “look 

good” to promote the institution. 

Building Organizational 

Capacity

To sustain programs and coalitions, 

an infrastructure must be in place to 

support them. Developing or strengthening infrastructure is part of building 

organizational capacity. The model programs reviewed in Experiences in Effective 

Prevention23 stressed the importance of 

planning ahead for changes in staffing, 

leadership, and resources. One way to 

ensure the sustainability of programs 

and coalitions is to ensure that multiple 

program staff or coalition leaders and 

members are trained in the essential 

program elements or strategies. By 

training individuals at multiple levels, 

programming is likely to be sustained 

even if there is turnover in key staff or 

leadership positions. Development of 

written resources, such as manuals and 

ongoing documentation of program 

processes, also ensures that programs are 

sustained with fidelity. It is also helpful 

to keep a written record of collaborators 

and the roles that they have played. If 

transitions are needed from one collaborator (individual or organization) to 

another, this position can be filled more 

appropriately and seamlessly.

Building a Diversified 

Funding or Support Plan

Regardless of which types of funding 

sources are pursued, it is important to 

include sustainiblity funding options 

and support within the strategic plan. 

This plan should include the types 

of funding sources to be pursued 

for particular program elements, the 

“Brag about your program. Submit information on your program success to 

the campus media for articles, TV, radio spots, and other media opportunities. Capitalize on opportunities to talk about your program when alcohol use 

or other behaviors gain national attention. Share your results widely. Submit 

proposals for conference presentations and prepare publications highlighting 

successes, challenges, and lessons learned.” 

 —M. Dolores Cimini, Ph.D., 

 Assistant Director for Prevention and 

Program Evaluation, University at Albany, 

State University of New York

“Make a place for yourself at the 

university, city, county, and state 

level. Offer expertise and make 

a case for the worthiness of your 

population. Many believe college 

students are already overprivileged 

and don’t want to share resources 

to protect or to prevent harm in 

this population. Show why an 

investment in the college population is good for everyone.” 

—Koreen Johannessen, M.S.W., 

 Former Director of 

 Health Promotion and 

 Preventive Services,

 University of Arizona

be sustained, potential sources of funding or other support need to be aware of 

the program, the individuals involved, 

the program’s successes, and its contributions to the organizational mission. 

One way of promoting the program 

and strengthening collaborations is to 

celebrate successes publicly.20 Giving 

public recognition to collaborators and 

administration can assist in sustaining 

ongoing efforts. Individuals are much 

more likely to continue to support and 

advocate for a program if they feel their 

efforts are recognized and appreciated.
Sustainability

5

manner in which the approach will be 

made, and the person responsible for 

the approach. It is also important to 

establish a timeline.24 As already stated, 

program sustainability is an ongoing 

process that begins as early as possible. 

Once initial seed money or grant 

funding is ending, it is difficult to 

gather enough resources to sustain 

programming with quality and fidelity.

Incorporating sustainability into the 

strategic planning process involves 

identifying a range of funding opportunities and resources. In order to 

develop a comprehensive and diversified plan, it is important to begin by 

determining the costs and resources 

needed for each component as well as 

for the entire program or project. As 

mentioned in the evaluation section, it 

may be necessary to determine which 

components are most critical and seek 

funding for those first, rather than 

only thinking of sustainability in the 

global, all or nothing sense. It is also 

important to assess existing resources 

that will be sustained beyond the initial 

funding source. These may include 

staff, facilities, equipment, program 

materials, volunteers, and so forth. The 

funding plan for sustainability should 

be designed to fill the gaps between 

existing and ongoing resources and 

those that are critical for program 

sustainability that will be lost when 

current funding ends.25

Creating a diversified sustainability 

plan involves thinking creatively 

and being flexible. There are various 

potential sources of funding and 

resources, some of which are more 

obvious than others (e.g., donations, 

volunteers, endowments, city, county, 

and state budget support, and partnerships with other agencies to share 

expenses). Many projects and coalitions 

are started under grant funding. While 

such funding provides an opportunity 

to establish a program or coalition and 

determine effectiveness, at least in the 

short term, grants are not intended for 

long-term support. If grants are the 

only source of funding that is sought, 

programs risk lack of stability and 

sustainability over the long term. 

Programs and coalitions can lose sight 

of their mission, vision, and strategic 

plan if all of their sustainability efforts 

focus primarily on obtaining grants, 

some of which may provide funding 

but not be a good fit, that is, the 

funder’s goals may not be the goals of 

the program.

There are alternatives or additions to 

grant funding, many of which are 

described by Nagy in “Strategies for 

Sustaining the Initiative.”26 A favorable 

sustainability outcome for most 

programs would be to become a line 

item in an existing departmental or 

organizational budget. This can be 

achieved through working closely with 

senior administrators or advocating for 

the program with legislators. While 

this may be the ideal, many programs 

will never attain this status. This 

process can also be lengthy and there 

are other measures program directors 

can explore while working on securing 

a budget line item. In times of fiscal 

problems, budget line items may even 

be withdrawn so it is important not to 

rely solely on this source of funding. 

As mentioned earlier, collaborators can 

share resources and thus decrease the 

external resources needed for sustainability. In-kind donations, such as 

equipment, materials, and meeting 

space, can be sought from local 

businesses and organizations. Publicly 

acknowledging these donations can 

help to generate other donations. 

Corporate and private giving can also 

be sought to sustain the entire program 

or certain elements. In Building LongTerm Support for Alcohol and Other 

Drug Prevention Programs,27 the authors 

point out that foundations are generally 

interested in projects and programs 

that have evidence of effectiveness in 

producing change and can be replicated 

to achieve a broader effect or “reach.” 

Approaching foundations requires 

research into their interests and past 

funding history. Working with the 

campus development office (grant 

administration personnel) can be 

critical when approaching foundations 

or individuals for donations.28 The 

development office can help to identify 

potential funders, develop applications, 

and assist in building relationships or 

serving as advocates for the program.

 Some program elements may also have 

the potential for charging a fee-forservice.29 This could mean charging for 

a specific class that has been developed 

and evaluated or selling manuals or 

materials. In general, while this type 

of funding will support finite program 

elements, rather than comprehensive 

programming or coalition work, it can 

constitute an important part of a larger 

sustainability plan. 

Final Note

The suggestions described in this publication may be helpful in sustaining 

program efforts and building program 

support. Some of the most important 

factors include being purposeful, creative, flexible, and visible. Additional 

resources that can help with sustainability are provided at the end of this 

document.

Peggy Glider, Ph.D., is the coordinator 

of evaluation and research for the Campus 

Health Service at the University of 

Arizona. 
6

References

1. DeJong, W. Problem Analysis: The First Step 

in Prevention Planning (Washington, D.C.: 

U.S. Department of Education, Higher 

Education Center for Alcohol and Other 

Drug Abuse and Violence Prevention, 2009). 

Available at http://www.higheredcenter.org/

services/publications/problem-analysis-firststep-prevention-planning.

2. Ibid.

3. Langford, L., and DeJong, W. Strategic Planning for Prevention Professionals on Campus

(Washington, D.C.: U.S. Department of 

Education, Higher Education Center for 

Alcohol and Other Drug Abuse and Violence 

Prevention, 2008). Available at http://www.

higheredcenter.org/services/publications/

strategic-planning-prevention-professionalscampus.

4. Ibid.

5. DeJong, W., and Davidson, L. Building LongTerm Support for Alcohol and Other Drug 

Prevention Programs (Washington, D.C.: U.S. 

Department of Education, Higher Education Center for Alcohol and Other Drug 

Prevention, 2000). Available at http://www.

higheredcenter.org/services/publications/

building-long-term-support-alcohol-andother-drug-prevention-programs; National 

Center for Mental Health Promotion and 

Youth Violence Prevention. “Legacy Wheel.” 

Available at http://sshs.promoteprevent.org/

implementing/sustainability/legacy-wheel. 

(Accessed on March 11, 2010.)

6. National Center for Mental Health Promotion 

and Youth Violence Prevention. “Legacy 

Wheel.” 

7. Center for Mental Health in Schools. New 

Initiatives: Considerations Related to Planning, 

Implementing, Sustaining, and Going-to-Scale 

(Los Angeles: University of California, Los 

Angeles, 2008). Available at http://smhp.

psych.ucla.edu/pdfdocs/briefs/sustainbrief.

pdf; DeJong and Davidson, Building LongTerm Support for Alcohol and Other Drug 

Prevention Programs.

8. DeJong, W. Setting Goals and Choosing 

Effective Strategies (Washington, D.C.: U.S. 

Department of Education, Higher Education 

Center for Alcohol and Other Drug Abuse 

and Violence Prevention). In review.

9. Task Force of the National Advisory Council 

on Alcohol Abuse and Alcoholism, National 

Institute on Alcohol Abuse and Alcoholism. 

A Call to Action: Changing the Culture of 

Drinking at U.S. Colleges (Washington, D.C.: 

National Institutes of Health, 2002). Posted 

at http://www.collegedrinkingprevention.

gov/NIAAACollegeMaterials/TaskForce/

TaskForce_TOC.aspx.

10. Toomey, T. L.; Lenk, K. M.; and Wagenaar, 

A. C. “Environmental Policies to Reduce 

College Drinking: An Update of Research 

Findings.” Journal of Studies on Alcohol and 

Drugs 68: 208–209, 2007.

11. Larimer, M. E., and Cronce, J. M. “Identification, Prevention, and Treatment Revisited: 

Individual-Focused College Drinking 

Prevention Strategies 1999–2006.” Addictive 

Behaviors 32: 2439–2468, 2007. Posted at 

http://www.sciencedirect.com/science/

journal/03064603.

12. DeJong and Davidson, Building Long-Term 

Support for Alcohol and Other Drug Prevention 

Programs.

13. Center for Mental Health in Schools. New 

Initiatives: Considerations Related to Planning, 

Implementing, Sustaining, and Going-to-Scale.

14. DeJong and Davidson, Building Long-Term 

Support for Alcohol and Other Drug Prevention 

Programs; Center for Mental Health in 

Schools, New Initiatives: Considerations 

Related to Planning, Implementing, Sustaining, 

and Going-to-Scale.

15. Langford, L., and DeJong, W. How to Select a 

Program Evaluator (Washington, D.C.: U.S. 

Department of Education, Higher Education Center for Alcohol and Other Drug 

Prevention, 2001). Available at http://www.

higheredcenter.org/services/publications/

how-select-program-evaluator.

16. DeJong, W. Experiences in Effective Prevention: 

The U.S. Department of Education’s Alcohol 

and Other Drug Prevention Models on College 

Campuses Grants (Washington, D.C.: U.S. 

Department of Education, Higher Education 

Center for Alcohol and Other Drug Abuse 

and Violence Prevention, 2007). Available at 

http://www.higheredcenter.org/services/

publications/experiences-effective-prevention.

17. U.S. Department of Health and Human 

Services. Action 5: Keeping It All Together: 

Ideas for Sustaining Your Initiative (Rockville, 

Md.: U.S. Department of Health and 

Human Services, Substance Abuse and 

Mental Health Services Administration, 

Center for Mental Health Services, 2002). 

Available at http://mentalhealth.samhsa.gov/

publications/allpubs/SVP-0063/action_

pamphlet_5/default.asp.

18. Center for Mental Health in Schools, New 

Initiatives: Considerations Related to Planning, 

Implementing, Sustaining, and Going-to-Scale.

19. DeJong, Experiences in Effective Prevention.

20. U.S. Department of Health and Human 

Services, Keeping It All Together: Ideas for 

Sustaining Your Initiative.

21. National Center for Mental Health Promotion 

and Youth Violence Prevention, “Legacy 

Wheel.”

22. DeRicco, B. Complying With the Drug-Free 

Schools and Campuses Regulations [EDGAR 

Part 86]: A Guide for University and College 

Administrators (Washington, D.C.: U.S. 

Department of Education, Higher Education 

Center for Alcohol and Other Drug Abuse 

and Violence Prevention, 2006). Available 

at http://www.higheredcenter.org/services/

publications/complying-drug-free-schoolsand-campuses-regulations-edgar-part-86-

guide-unive.

23. DeJong, Experiences in Effective Prevention.

24. Nagy, J. “Developing a Plan for Financial 

Sustainability.” Chapter 42, section 1 of 

The Community Toolbox (Lawrence, Kan.: 

University of Kansas). Available at http://ctb.

ku.edu/tools.

25. Ibid.

26. Nagy, J. “Strategies for Sustaining the 

Initiative.” Chapter 46, section 2 of The 

Community Toolbox (Lawrence, Kan.: 

University of Kansas). Available at http://

ctb.ku.edu/tools.

27. DeJong and Davidson, Building Long-Term 

Support for Alcohol and Other Drug Prevention 

Programs.

28. Ibid.

29. Nagy, “Strategies for Sustaining the 

Initiative.”
Sustainability

7

Resources

Office of Safe and Drug-Free Schools 

(OSDFS)

U.S. Department of Education

http://www.ed.gov/osdfs; 

202-245-7896

OSDFS supports efforts to create safe 

schools, respond to crises, prevent 

alcohol and other drug abuse, ensure 

the health and well-being of students, 

and teach students good character and 

citizenship. The agency provides 

financial assistance for drug abuse and 

violence prevention programs and 

activities that promote the health and 

well-being of students in elementary 

and secondary schools and institutions 

of higher education.

The U.S. Department of Education’s 

Higher Education Center for Alcohol 

and Other Drug Abuse and Violence 

Prevention 

http://www.higheredcenter.org; 

1-800-676-1730; 

TDD Relay-friendly, Dial 711

The Higher Education Center considers 

strategic planning and evaluation to be 

important components of a comprehensive prevention approach. The Higher 

Education Center has several publications 

and other materials to help campus 

administrators develop and evaluate 

prevention programs. These materials 

can be accessed for free from its Web 

site. The Higher Education Center also 

provides training and technical assistance 

services related to strategic planning.

The Network Addressing Collegiate 

Alcohol and Other Drug Issues

http://www.thenetwork.ws; see Web

site for e-mail and telephone contacts 

by region

The Network Addressing Collegiate 

Alcohol and Other Drug Issues 

(Network) is a national consortium 

of colleges and universities formed to 

promote healthy campus environments 

by addressing issues related to alcohol 

and other drugs. Developed in 1987 by 

the U.S. Department of Education, the 

Network comprises member institutions 

that voluntarily agree to work toward 

a set of standards aimed at reducing 

alcohol and other drug abuse problems 

at colleges and universities. It has more 

than 1,600 members nationwide.
8

Acknowledgments

We wish to thank the individuals listed below for reviewing this publication. We appreciate the 

comments they provided to help us assure that this publication has a solid scientific foundation 

and contains clear messages. To the extent that we achieved that goal, the credit is theirs. To the 

extent we did not, the fault is ours. 

• M. Dolores Cimini, University at Albany, State University of New York

• Jenny Haubenreiser, Montana State University

Titles in the Prevention 101 Series

The Approach and Framework

1.	 Environmental Management: A Comprehensive Strategy for Reducing

Alcohol and Other Drug Use on College Campuses

2.	 Environmental Management: An Approach to Alcohol and Other Drug

Prevention

3.	 Experiences in Effective Prevention: The U.S. Department of Education’s

Alcohol and Other Drug Prevention Models on College Campuses Grants

4.	 Preventing Violence and Promoting Safety in Higher Education Settings:

Overview of a Comprehensive Approach

The Building Blocks

1.	 Getting Started on Campus: Tips for New Prevention Coordinators

2.	 Strategic Planning for Prevention Professionals on Campus

3.	 Problem Analysis: The First Step in Prevention Planning

4.	 Setting Goals and Choosing Evidence-based Strategies [In review]

5.	 Sustainability: Building Program and Coalition Support

6.	 Building an Infrastructure for AODV Prevention: Coalitions and

Statewide Initiatives

7.	 College Alcohol Risk Assessment Guide: Environmental Approaches

to Prevention (CARA)

8.	Methods for Assessing College Student Use of Alcohol and Other Drugs

9.	 Evaluating Environmental Management Approaches to Alcohol and Other

Drug Abuse Prevention

10.	Alcohol and Other Drug Policies for Colleges and Universities: A Guide

for Administrators [In review]

Our Mission

The mission of the U.S. Department of

Education’s Higher Education Center for 

Alcohol and Other Drug Abuse and Violence 

Prevention is to assist institutions of higher 

education in developing, implementing, and 

evaluating alcohol, other drug, and violence 

prevention policies and programs that will foster 

students’ academic and social development and 

promote campus and community safety.

How We Can Help

The U.S. Department of Education’s Higher Education Center offers an integrated array of 

services to help people at colleges and universities adopt effective prevention strategies:

• Resources, referrals, and consultations

• Training and professional development activities

• Publication and dissemination of prevention materials

• Assessment, evaluation, and analysis activities

• Web site featuring online resources, news, and information

• Support for the Network Addressing Collegiate Alcohol and Other Drug Issues

Funded by the U.S. Department of Education

Get in Touch

Additional information can be obtained by contacting:

The Higher Education Center for 

Alcohol and Other Drug Abuse and Violence Prevention

Education Development Center, Inc.

55 Chapel Street

Newton, MA 02458-1060

Phone: 1-800-676-1730; TDD Relay-friendly, Dial 711

E-mail: HigherEdCtr@edc.org

Higher

Education Center

for Alcohol and Other Drug Abuse

and Violence Prevention

Funded by the U.S. Department of Education’s

Ofce of Safe and Drug-Free Schools