One public-safety audience
People who use, people who do not, families and witnesses enter through different needs but share access to emergency knowledge. No disclosure is required.
THE REAL DOPE PROJECT · PUBLIC RESEARCH NOTE 01
Safety knowledge should not be rationed by identity, diagnosis, abstinence, treatment readiness or “rock bottom.” People who use substances and people who do not can learn how to recognize danger, carry naloxone, respond without shame and make help easier to reach.
The question
Most overdose education properly concentrates on people closest to risk. TRDP asks an additional public-safety question: can the circle of useful knowledge widen without displacing peer expertise, minimizing risk or turning friends and families into compulsory caregivers?
This is a design and evaluation question—not a claim that one webpage can solve structural barriers, toxic supply, poverty, criminalization, service loss or unequal healthcare.
Proposed contribution
People who use, people who do not, families and witnesses enter through different needs but share access to emergency knowledge. No disclosure is required.
A person can learn, reduce risk, ask about treatment, take a break or change direction before crisis. Use, dependence, withdrawal, poisoning and substance use disorder remain distinct.
Someone may carry naloxone, learn the response, offer a check-in or take a turn as the substance-free driver. Helping is a choice, not an assigned identity.
TRDP labels official guidance, project interpretation, advocacy and untested frameworks separately. Corrections and negative findings belong in the public record.
Research foundation
Five propositions
A visitor should be able to locate “Call 911” and the overdose-response route quickly, without completing a lesson, checklist or disclosure.
Observe: Task completion, time to first correct action, wrong turns and read-aloud comprehension.
People who use substances and people who do not should both recognize a legitimate role for themselves.
Observe: Version-specific inclusion feedback, missing-audience reports and cognitive interviews.
Universal education may improve knowledge of naloxone access, overdose recognition and voluntary bystander roles.
Observe: Pre/post knowledge and confidence, followed by optional evidence of kit access or training. Intention is not behaviour.
Precise, person-respecting language may reduce blame and social distance without hiding risk or disagreement.
Observe: Selected existing stigma items, open-text explanation and lived/living-knowledge review. No single measure is treated as definitive.
Visitors should understand that non-use is the safest option and that naloxone, a buddy, reduced use or preparation cannot make substance use safe.
Observe: Comprehension checks for limits, emergency priority and the distinction between risk reduction and safety guarantees.
Evaluation before celebration
Use the free resources
Emergency knowledge comes first. The guides are free, require no account and do not require a personal story.
Sources and review limits
Sources checked 12 October 2026. This note uses Canadian official guidance and peer-reviewed research. It is a bounded scan, not a systematic review. Indigenous-specific adaptation requires Indigenous leadership. Public attribution remains The Real DOPE Project.