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talk with them to find out what they were think­ing and how their thought process led them to the de­ci­sion that got them in trou­ble. She and other of­fi­cers use these ex­pe­ri­ences, with­out iden­ti­fy­ing those in­volved, when teach­ing DARE.

Nel­son said DARE is just as ef­fec­tive as any other preven­tion pro­gram. He said if a pro­gram is not work­ing, it’s be­cause of the way it is be­ing de­liv­ered.

Nel­son said stu­dents aren’t go­ing to give any cre­dence if the in­struc­tor isn’t estab­lish­ing some sort of rap­port with the stu­dents.

When it comes to DARE pro­grams not work­ing out in a school, Nel­son said, “We’ve never had an is­sue in South­ern Mary­land.”

Cook said the pro­gram may not work for ev­ery­one and there will al­ways be stu­dents that feel they don’t need it.

“But if it works for some of them,” she said, “I feel it needs to stick around.”

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