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A Systematic Review and Narrative Synthesis of Barriers and Facilitators for the Implementation of School-based Substance Misuse Prevention Programmes

Aisling Fitzgerald, Philip David James, Eleanor Hollywood, Catherine Maria Comiskey, Roisin Reilly, Kristine Nicki Annunziata, Peter Kelly

Global Implementation Research and Applications, 2026

Abstract

Abstract School-based substance use prevention programmes vary in effectiveness, and implementation quality is a key determinant of success. This systematic review and narrative synthesis aimed to identify features of post-primary school-based substance use prevention programmes that facilitate or hinder implementation. A systematic literature search was conducted across multiple electronic databases, yielding 9586 articles. After duplicates were removed, four investigators independently screened titles, abstracts, and full texts, resolving conflicts collaboratively. Inclusion criteria were quantitative or qualitative peer-reviewed studies addressing barriers and facilitators to implementing school-based substance use prevention programmes. Studies focusing solely on nicotine products, protocols, or reviews were excluded. Data were extracted, methodologically assessed using a validated appraisal tool, and analysed through narrative synthesis. The review protocol was not pre-registered. No funding was received, and the authors declare no competing interests. Twenty studies met the inclusion criteria, including quantitative, qualitative, and mixed-method designs, from diverse geographic regions. Four key components of programme implementation emerged: fidelity and adherence; programme feasibility and suitability; additional support; and teacher and student characteristics. Findings highlighted the importance of age-appropriate interactive design, supportive school…

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