A Classical Approach Revisited: Life Skills Education for Contemporary Drug Abuse Prevention
Deadline for manuscript submissions: 30 November 2026.
Guest Editor (1)
Prof. Dr. Karina Weichold
Department of Youth Research, Institute of Psychology, Friedrich Schiller University of Jena, Jena, Germany
Interests: Study of the development of problem behaviors and positive youth development during puberty and adolescence within a biopsychosocial and culturally sensitive framework; Application of this knowledge to the design, evaluation, and implementation of interventions promoting health, psychosocial competencies, and personality development, as well as developmentally oriented prevention of adolescent risk behaviors—particularly within school, community, and policy contexts.
Department of Psychology, Friedrich Schiller University of Jena, Jena, Germany
Interests: Human development across the life-span; Substance use and delinquency in adolescence; Variation in the timing of psychosocial transitions; Impact of social change on adjustment and development; Acculturation among immigrants; Psychological dimensions of entrepreneurship and civic participation; Biobehavioral aspects of adolescent development
Life Skills Education (LSE) is a theoretically grounded and empirically supported “High-Impact”-approach against adolescent drug abuse as universal prevention strategy implemented in school. Rooted in social-cognitive models, problem behaviour theory, and resilience frameworks, LSE strengthen core inter- and intrapersonal psychosocial competencies, including social competence, assertiveness, and stress management, thereby reducing vulnerability to substance use and other risk behaviours. LSE is well established, yet remains highly relevant in contemporary contexts. By fostering transferable competencies, it equips young people with future-oriented skills that support successful life navigation. This aligns closely with Sustainable Development Goals of the United Nations, particularly in light of the growing challenges faced by adolescents worldwide.
This Special Issue revisits LSE as a classical yet forward-looking, developmentally sensitive, competence-oriented, and evidence-based strategy for drug abuse prevention approach within the broader framework of psychosocial development. Contributions of this Special issue should aim at
demonstrating the (long-term) effects of structured, curriculum-based Life Skills Programs—implemented interactively in schools, digitally, and in other developmental contexts of youth
addressing key implementation requirements for effective dissemination into practice, such as facilitator training, curriculum fidelity, and integration into existing institutional structures
exploring the potential of LSE in selective and indicated prevention formats, and discussing measurement issues of Life Skills.
