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Background Despite previous research highlighting the importance of peer selection and socialization as distinct processes contributing to adolescent substance use, prior research indicates that universal school-based substance use prevention programs focus more heavily on socialization when compared to selection. Methods This content analysis examining the peer selection processes targeted by prevention programs is guided by the following research questions: (1) To what extent do current evidence-based programs target peer selection? (2) When peer selection is targeted, what underlying mechanisms are the focus? (3) What level of depth is reached when peer selection is targeted by prevention programs? Using the Blueprints for Healthy Youth Development database, two programs meeting our inclusion criteria were included in this study. Results Thirty-three percent of program lessons included a focus on the peer selection process. Behavioral similarity was targeted more frequently than selection based on popularity. When peer selection was targeted, reflection was often encouraged. Conclusions Peer selection is a promising mechanism for the development of future prevention programs. Future intervention research that helps to test the malleability of peer selection processes would help to better understand how to best incorporate peer selection processes into prevention program content.

There is limited extant knowledge regarding academic and workforce experiences of students who remain engaged in high school, but do not graduate in the traditional four years. The current study used Multilevel modeling and descriptive statistics with statewide linked longitudinal administrative data (N = 2917) to (1) examine the student- and school-level factors related to earning a diploma during the fifth year of high school and (2) describe proximate academic and career outcomes for non-graduates and fifth year graduates. Multiple student-level factors were associated with increased likelihood of earning a diploma in the fifth year (e.g. special education eligibility, passing exit exams, higher attendance). Returning dropouts were less likely than persisters to earn a diploma in year five. In addition, the type and composition of the school a student attended affected the likelihood that a student would earn a diploma in year five. We also report population-level rates of participation in the workforce and postsecondary enrollment for fifth-year graduates and non-graduates. Fifth-year graduates outperformed non-graduates in both categories. Our findings provide insight into near term outcomes for students in a fifth-year of high school and suggest key factors that can be used for early identification and targeting services towards this under-researched and under-served population.