This study conducted a meta-analysis summarizing the effectiveness of school-based brief alcohol interventions (BAIs) among adolescents.
Studies were eligible for inclusion if they used an experimental/quasi-experimental design; focused on school-based BAIs; enrolled adolescent participants; and reported an alcohol-related outcome measure. Studies were coded for key variables, and outcome effect sizes were analyzed as standardized mean differences adjusted for small samples (Hedges’ g). Analyses were conducted using inverse-variance weighted mixed-effects meta-regression models. Sensitivity analyses were also conducted. Across all 17 studies eligible for inclusion, school based BAIs were associated with significant improvements among adolescents, whereby adolescents in the BAI groups reduced their alcohol consumption relative to the control groups (ḡ = 0.34, 95 % CI [0.11, 0.56]). Delivery format was confounded with program modality; however, such that motivational enhancement therapy was the most effective modality but was rarely implemented in group-delivered interventions. Some school based BAIs are effective in reducing adolescent alcohol consumption but may be ineffective if delivered in group settings. Future research should explore whether group delivered BAIs that use motivational enhancement therapy components may yield beneficial outcomes like those observed in individually delivered programs. Evidence that group-delivered BAIs were associated with reductions in alcohol use (ḡ = −0.02, 95 % CI [−0.17, 0.14]). Delivery format was confounded with program modality; however, such that motivational enhancement therapy was the motivational enhancement therapy with the most effective modality but was rarely implemented in group-delivered interventions. Some school based BAIs are effective in reducing adolescent alcohol consumption but may be ineffective if delivered in group settings. Future research should explore whether group delivered BAIs that use motivational enhancement therapy components may yield beneficial outcomes like those observed in individually delivered programs. (Published abstract provided)