(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans.(2) Teaches strategies to make friends without SU. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Teaches strategies to make friends without SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.

(1) Discusses choices and challenges students face as they transition out of high school to promote participant buy-in. Explains the consequences of SU, focusing on how these consequences can interfere with their life plans. (2) Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU. (3) Teaches strategies to make friends without SU. (4) Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety. (5) Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using PBS to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use. (6) Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

Provides messages from young adults that reveal positive attitudes (i.e., high injunctive norms) about using protective strategies to limit exposure to risky situations and behaviors. Messages will also emphasize low approval toward negative consequences of SU to motivate the need for PBS use.

Teaches social and decision-making skills such as SU refusal skills and strategies for coping with stress and anxiety.

Provides normative feedback about intervening on behalf of peers and teaches strategies to intervene on behalf of peers.

Teaches strategies to make friends without SU.

Corrects misperceptions about prevalence of SU among young adults and young adults' approval of SU.

Students will indicate how confident they are that they could resist drinking or using drugs in different situations. There are three subscales: For emotional relief (e.g., When I feel upset), opportunistic situations (e.g., when I am at a party), and in situations where there is social facilitation (e.g., when I want to feel more accepted by my friends). Response options will range from 1 = I am very sure I could NOT resist drinking or using drugs to 6 = I am very sure I could resist drinking or using drugs. Responses will be averaged across items to create a single measure.

Students will report "how you think young adults feel if their friends did the following." Item content will be adapted from measures of alcohol, marijuana, and smoking / vaping harm prevention / protective behavioral strategies (e.g., "Refused to ride with a driver who had been drinking alcohol"; "Refused to play a drinking game even when everyone else is playing"). Response options will be 1=strongly disapprove to 6=strongly approve. Responses will be averaged across items.

Students will report "how you think young adults feel if their friends did the following." Item content will be adapted from measures of alcohol, marijuana, and smoking / vaping consequences (e.g., "Said or did embarrassing things while drinking or using marijuana"; "Got into an argument or fight with someone after they had been drinking or using marijuana"). Response options will be 1=strongly disapprove to 6=strongly approve. Responses will be averaged across items.

Students will identify how they feel about using protective behavioral strategies. Response options will be on a 5 point scale with anchors such as 1 = harmful vs 5 = beneficial and 1 = not worth it and 5 = worth it. Responses will be averaged across items.

Students will complete a measure adapted from several subscales from the Brief COPE to indicate how often they intend to use different strategies to cope with stress over the next 3 months. The substance use items are: "Use alcohol to feel better", "Use marijuana (weed) to relax or feel better" and "Use nicotine pouches to relax". Response options will range from 1 = Never to 4 = Often. Responses will be averaged across items within the same subscale.

Students will complete a measure adapted from several subscales from the Brief COPE to indicate how confident they are that they could use different adaptive coping strategies. For example, "Break a big problem into smaller, manageable steps" and "Refrain from using alcohol, marijuana, nicotine (smoking, vapes, pouches) or other substances." Response options will range from 1 = Not at all confident" to 4 = Completely confident. Responses will be averaged across items.

To capture students' norms around the social acceptability of bystander intervention, they will indicate how they think most young adults would feel about their friends intervening in different ways, such as "Suggested their friends create a plan to stay safe before drinking or using drugs" and "Call for emergency help if someone is passed out, even if that person could get in trouble". Response options will range from 1 = Strongly disapprove to 6 = Strongly approve. Responses will be averaged across items.

Students will indicate how much they agree with several statements about bystander intervention: "It's my responsibility to look out for my friends when alcohol or drugs are involved" and "It's important for me to say or do something if a friend's drinking or drug use seems risky, even if it feels awkward". Response options will range from 1 = Strongly disagree to 6 = Strongly agree. Responses will be averaged across items.

Students will rate how confident they are that they could engage in different bystander behaviors, such as "Ask a peer who seems very drunk or high if they are okay, even if you don't know them well" and "Tell a friend you are worried about how much they had been drinking or using drugs."