LRE is an educational program for citizenship in a constitutional democracy. It is designed to teach students the fundamental principles and skills needed to become responsible participants. Programs are characterized by relevant, interesting course materials; the extensive use of volunteers from the justice system; field experiences (community service projects, court tours, police ride-alongs, internships, etc.); participatory classroom teaching methods; and co-curricular activities (mock trials and other public performances). Although risk-factor research and theories have contributed to an understanding of prevention and intervention, they do not explain why most children manage to bounce back and overcome even the most adverse circumstances. Based on her review of the literature, Benard (1993) has identified the following characteristics of resilient children: social competence, problem solving skills, and a sense of autonomy. These are characteristics that can be influenced positively to help youth resist antisocial influences. Although LRE is not a panacea for the complex problems that often begin within the family and are exacerbated by the social conditions in which some children are raised, the content and strategies of LRE are especially suited to ameliorating the effects of these factors. Hawkins (1992) outlines three conditions necessary for the development of strong bonds: opportunities, skills, and recognition. Using Hawkins' model, this paper discusses LRE's role in promoting these conditions. LRE draws on an understanding of developmental and sociocultural risk factors that lead to antisocial behavior and uses theory-based intervention strategies with known efficacy in changing behavior. 12 references