Effects of a peer-led educational intervention based on the theory of planned behavior on alcohol use intention and behavior among secondary school students in Northeast Ethiopia

Abstract

The TPB-based peer-led school intervention was associated with short-term improvements in alcohol-related knowledge, psychosocial determinants, and reductions in intention and self-reported alcohol use. These findings are limited by the three-month follow-up, self-reported outcomes, and urban-only study sites. Randomized controlled trials with longer follow-up across diverse settings are warranted to assess sustainability and causal effects.