The research purpose was to evaluate the impact of various pedagogical actions to prevent the consumption of psychoactive substances in adolescents in Vicente Azuero Technical School located in Floridablanca, Santander.The proposal is articulated with a citizenship training process to ensure a school environment free of psychoactive substances consumption and a healthy life beyond the classroom.The study sets a qualitative methodology and a Participant Action Research design (PAR), it allows to participate in the students' reality and observe the phenomenon of study.Several data collection tools were selected such as focus groups, a topic guide, a semi-structured interview, observations, and field diaries.The study population was 240 students in grades 9, 10, and 11 and they were between 13 to 19 years old.The analysis of the results made it possible to make the diagnosis, and according to the information gathered in the focus group, made up of 10 students representing grades 9, 10 and 11, it was possible to confirm that there is a problem of SPA consumption in the school and it affects the lives of many young people in the school.It could be established that this phenomenon directly or indirectly affects social, academic, and disciplinary performance and affects the experiential matter because it interferes in the emotional, interpersonal, and family relationships of the students.In the same way, it was observed through the topic guide that there is predominant consumption of marijuana, cocaine, and ecstasy in the school.The main consumption causes are curiosity, influence of peers, a relative model, rebellion, and the avoidance of problems.The previous results helped to establish pedagogical actions to mitigate the consumption of SPA within the Prevención del Consumo de Sustancias Psicoactivas | 14 educational institution, and it was in this scenario that a group of student leaders emerged and took the initiative to generate a plan.It was implemented to evaluate the actions necessary for a drug-free school environment.Hence, the relevance of an open dialogue with the community to address this issue and to set a prevention strategy in five central axes was necessary: training of leaders, school for parents, prevention campaigns through the classes, reflection sessions and life testimonies.In this way, the culture-education research model and collaborative learning are applied.In summary, it is emphasized that prevention actions had an impact on the formation of critical leaders who became aware of the need to forge a social transformation and freely and voluntarily contributed to pedagogical actions to mitigate consumption.