LaunchPad: Supporting Healthy Decisions and Preventing Drug Use After High School

Sponsor
Prevention Strategies, LLC
Study ID
NCT07655609
Status
Not Yet Recruiting

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Conditions

  • Alcohol-Related Disorders
  • Marijuana Use
  • Substance-related Disorders
  • Tobacco Use Disorder

Eligibility Criteria

Sex
ALL
Age
15 Years - 21 Years
Healthy Volunteers
Accepted

Interventions

  • Introduction — BEHAVIORAL
    Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans.
  • Norms re: Protective Behavior Strategies (PBS) — BEHAVIORAL
    Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.
  • Life Skills — BEHAVIORAL
    Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.
  • Norms re: Bystander Intervention Strategies — BEHAVIORAL
    Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Making Friends — BEHAVIORAL
    Teaches strategies to make friends without SU.
  • Norms about Substance Use — BEHAVIORAL
    Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU.

Study Details

LaunchPad is an online substance use prevention program for high school seniors. The program is designed to help seniors develop skills and make informed decisions as they transition from high school to young adulthood. The purpose of this clinical trial is to learn whether individual LaunchPad lessons improve the specific attitudes, intentions, and skills they are designed to address. For example, researchers will examine whether the stress management lesson increases students' intentions to use healthy ways of managing stress. The main question this study aims to answer is: Does each individual LaunchPad lesson improve the specific outcomes it was designed to address? Researchers will compare students who receive a particular lesson with students who do not receive that lesson to determine whether the lesson changes the intended outcome. Participants will: * Complete a brief baseline survey * Complete two introductory online lessons * Complete one or more randomly assigned LaunchPad lessons * Complete a brief follow-up survey All surveys and lessons will be completed online.

Key Dates

First listed
Jun 18, 2026
Start date
Sep 1, 2026
Status verified
Jun 2026
Primary completion
Jul 31, 2027
Completion
Apr 30, 2029

Study Design

Enrollment
5,000 participants (estimated)
Allocation
RANDOMIZED
Intervention model
FACTORIAL
Primary purpose
PREVENTION

Arms

  • Experimental: Introduction + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Norms re: Protective Behavior Strategies (PBS)
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.
  • Experimental: Introduction + Life Skills
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.
  • Experimental: Introduction + Life Skills + Norms re: PBS + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Making Friends
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU.
  • Experimental: Introduction + Making Friends + Norms re: PBS + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans.(2) Teaches strategies to make friends without SU. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Making Friends + Life Skills + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Making Friends + Life Skills + Norms re: Protective Behavior Strategies
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.
  • Experimental: Introduction + Norms about Substance Use
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU.
  • Experimental: Introduction + Norms about Substance Use + Norms re: PBS + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Norms about Substance Use + Life Skills + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Norms about Substance Use + Life Skills + Norms re: Protective Behavior Strategies
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.
  • Experimental: Introduction + Norms about Substance Use + Making Friends + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.
  • Experimental: Introduction + Norms about Substance Use + Making Friends + Norms re: PBS
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.
  • Experimental: Introduction + Norms about Substance Use + Making Friends + Life Skills
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.
  • Experimental: Intro + Norms re SU + Making Friends + Life Skills + Norms re PBS + Norms re: Bystander Intervention
    (1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (5) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using PBS to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (6) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

Primary Outcome Measure

Substance Use Injunctive Norms [ Time Frame: This measure will be completed at the pretest and immediate posttest ]

Central Contacts

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