Table 3.

Ho’ouna Pono High Impact, Low Difficulty Barriers

#	Item	Difficulty	Impact
Kumu Controlled
39	Lack of familiarity with Ho’ouna Pono makes me hesitant to use the curriculum	3.0	3.3
28	Some HIDOE teachers believe their current drug and alcohol content is effective, so they don’t see any added benefit to the Ho’ouna Pono curriculum	3.0	3.3
7	It is difficult for teachers to talk about drug and alcohol use in the classroom setting with their students	2.6	3.2
Curriculum
21	The Ho’ouna Pono curriculum does not extensively cover current or recent forms of substance use, such as vaping	2.6	3.3
22	After 10 years, the Ho’ouna Pono curriculum may need updating, by changing youths’ language and jargon depicted in the videos	2.6	3.3
32	The 9-lesson Ho’ouna Pono curriculum has too much drug-specific content to fit within a semester-long health course	2.4	3.2
Policy
37	The HIDOE does not specify the structure or content of substance use prevention in schools	3.0	3.5
14	Health education is not included in the middle school promotion policy, therefore there is no urgency to implement drug prevention curricula like Ho’ouna Pono	2.8	3.3

Note. Participants (N = 6) represented Hawaiʻi State Department of Education state, complex, and district leadership Impact ratings ranged from one (no impact) to five (substantial impact); Difficulty ratings ranged from one (very easy) to 5 (very difficult)