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All Stars


All Stars is designed to not only reduce risky behaviors among adolescents but also to change their lives by helping young people to build better future. The program tries to reach adolescents during the vulnerable period of experimenting with substances, fighting, bullying, and initiating sexual activity.

Target Problem

  • Alcohol
  • Tobacco
  • Inhalants


  • School

Target Participants

  • Students from elementary (ages 6-12), middle school (ages 12-14), and high school (ages 14-18)
  • Age group: 6-18
  • Gender: Male and Female

Assumptions and Outcomes

Main intermediate factor(s) assumed to influence substance misuse

  • Perceptions about whether substance misuse would interfere with personal values and lifestyles
  • Normative beliefs
  • Personal commitments
  • Bonding to pro-social institutions such as school

Underlying assumptions

  • Not available

Non-substance misuse outcomes

  • Lifestyle incongruent
  • School bonding

Program Structure


  • Elementary-school curriculum has various modules; middle-school curriculum (core) is completed in 13 weeks, with a 45 minute lesson per week; high school curriculum has different modules for different issue (ATOD, nutrition, personal health).


  • Providers/facilitators: Typically, All Stars program is run by an All Stars specialist or by a trained teacher
  • Training needed: Yes. Approximately a 30-hr training program over a 1-week period

Previous Implementations


  • All Stars has been implemented in about 2,000 sites and translated to Spanish.

Previous participants

  • Asian
  • African American
  • Hispanic or Latino
  • White

Cultural relevance for Hawai‘i

No contextual relevance
Place-based or ethno-culture
Place-based and ethno-culture
Place-based or ethno-culture pertaining to Hawai‘i
Hawai‘i-oriented contextual relevance

Note: This framework was based on a study which examined several nationally recognized prevention programs to determine whether any may have cultural relevance to the context of Hawai‘i (Rehurer, Hiramatsu & Helm, 2008 ). We borrowed this framework and applied it to a more current list of EBPs. This approach looks at whether or not a program’s curriculum content was originated and developed with a certain place or culture in mind. A score of 0 (zero) indicates no specific reference to a place or an ethno-culture was included in the program’s development (no contextual cultural relevance) and a score of 4 (four) indicates that the program was developed either specifically for Hawai‘i or was developed somewhere else but was then also adapted for "local" and/or Native Hawaiian cultures. Placement of a program on the continuum was based on the sample population listed in their study reports and included considerations of 1) whether the program was ever implemented with populations similar to the racial/ethnic composition of Hawai‘i's population and 2) whether the program was ever adapted to meet the needs of a specified local or ethnic culture (for instance, was the curriculum has successfully implemented in Spanish or languages other than English?).

Ever implemented in Hawai‘i?

  • Yes

Previous implementation in Hawai‘i

Time Period
Kaua‘i County
Hale Kipa

Is there any published study with Hawai‘i participants?

  • No


Contact Information


  • Center on the Family, University of Hawaii at Mānoa. (2016). Prevention Programs Online Survey, 2014–2016 (Tool C2 & D5)

  • Center on the Family, University of Hawaii at Mānoa. (2013). Substance Abuse Prevention Resource Mapping Project

  • Rehuher, D., Hiramatsu, T., & Helm, S. (2008). Evidence-based youth drug prevention: a critique with implications for practice-based contextually relevant prevention in Hawaii. Hawaii Journal of Public Health. 1(1): 52-61. Retrieved from

  • Yuan, S., Sabino, S., & Wongkaren, T. (2013). Final evaluation report: Strategic Prevention Framework State Incentive Grant, State of Hawaii, 2006-2012. Honolulu, HI: Center on the Family, University of Hawaii at Mānoa.