Educational interventions delivered broadly in schools (i.e., universal preventative interventions) are commonly implemented with the aim of preventing these and other problems, including bullying, violence, obesity, delinquency, substance abuse, and teen pregnancy. The theory of change underlying many of these interventions comes out of behavioural decision-making theories which propose that increasing knowledge of health risks, skills for achieving health goals, and awareness of societal values regarding healthy behaviour will lead to positive behaviour change. Traditional interventions based in these theories typically involve classroom presentations that present relevant health information and invite young people to practice implementing skills (via scenarios, skits, or homework), coupled with school-wide assemblies or announcements during which adults publicly endorse the values taught by the programme.

Research shows that while these interventions are effective in children and young adolescents (10–14-year-old), they are less effective in middle adolescents. Middle adolescents have a greater sensitivity to being treated with respect and accorded high status as these trigger social emotions such as pride and admiration, and are thus motivational.

• Respect: Based on whether one is granted the rights one expects to be granted in one’s role in society
• High status: Adolescents like to be treated as competent, with agency and autonomy, and as having potential value to the group