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KNOWLEDGE OF DANGERS OF SUBSTANCE ABUSE AMONG STUDENTS OF COMMUNITY SECONDARY SCHOOL, RUMUEPIRIKOM, RIVERS STATE
Abstract
This study examined the psychosocial factors influencing substance abuse among adolescents, with a particular focus on peer pressure, parental influence, self-esteem, and academic stress. A cross-sectional survey research design was employed to gather relevant data, and a structured questionnaire was administered to a sample of 133 respondents selected through simple random sampling. The data collected were analyzed using SPSS version 27, and the hypotheses were tested using the independent samples t-test. The results revealed that peer pressure significantly contributed to adolescent substance abuse, as adolescents were more likely to engage in substance use when influenced by friends or social groups. Parental influence also played a crucial role, with adolescents from homes lacking supervision or experiencing negative parental behaviors being more prone to substance abuse. Furthermore, low self-esteem and academic stress were identified as major psychological triggers for substance use among adolescents, serving as coping mechanisms for emotional or academic challenges. The study concluded that adolescent substance abuse is a multifaceted issue driven by a combination of social and psychological pressures. Based on these findings, it was recommended that interventions should focus on enhancing adolescents’ self-esteem, strengthening parental involvement, reducing academic stress, and promoting peer resistance skills through school-based and community-led programs.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
ubstance abuse has emerged as one of the major public health concerns affecting adolescents and young adults globally, with Nigeria reflecting this alarming trend. The World Health Organization (WHO) defines substance abuse as the harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs, which often leads to dependence and other adverse health, social, and economic consequences (World Health Organization [WHO], 2022). In Nigeria, there is a noticeable increase in the consumption of psychoactive substances such as cannabis, tramadol, codeine, and even household items like glue and cough syrups, especially among school-aged youth. These substances not only damage physical and mental health but also affect educational attainment, social relationships, and future aspirations of young individuals (Obiechina & Isiguzo, 2016).
Adolescents, by virtue of their developmental stage, are naturally inquisitive and prone to risk-taking behaviors, which may make them susceptible to substance abuse. This vulnerability is often exacerbated by external influences such as peer pressure, the desire for social acceptance, and the glorification of drug use in the media (Oyinvwi, Jimoh, & Adisa, 2022). In many Nigerian communities, including Rumuepirikom in Obio-Akpor Local Government Area of Rivers State, these risk factors are compounded by socio-economic pressures, broken homes, and inadequate parental supervision. These realities create an environment where adolescents are more likely to experiment with drugs as a form of escape or coping mechanism (Adewole & Oyeniran, 2024).
In Rumuepirikom, a densely populated urban area, community secondary schools are increasingly reporting cases of substance abuse among their students. This disturbing trend highlights the urgent need for local intervention. According to Esan et al. (2018), adolescence is a crucial stage where behavioral patterns are formed, and once drug use is initiated during this stage, it often progresses into habitual misuse if not properly addressed. The situation in Rumuepirikom is indicative of a broader national crisis where preventive education and awareness programs have not kept pace with the increasing accessibility of drugs among schoolchildren.
Another contributing factor to the prevalence of substance abuse among secondary school students is the lack of accurate information regarding the effects and consequences of drug use. Many students harbor misconceptions or incomplete knowledge about the health, social, and legal dangers of substance abuse. As noted by Adam et al. (2021), inadequate education on drug-related issues leads adolescents to underestimate the risks, thereby making them more vulnerable to experimentation and addiction. This lack of knowledge is further compounded by the absence of structured drug education programs in schools, making it difficult for students to make informed choices.
Educational institutions are expected to play a key role in the character and cognitive development of students. However, many secondary schools in Nigeria lack trained guidance counselors, and drug education is rarely integrated into the curriculum. This institutional gap limits the schools’ capacity to provide early intervention and support for students at risk of substance abuse. Anderson, Fontinha, and Robson (2020) emphasized that schools with robust student support services, including counseling and peer education initiatives, tend to report lower rates of substance abuse, underscoring the importance of school-based prevention strategies.
Parental roles and home environments also significantly influence adolescent behavior. Where parents are absent, uninvolved, or substance abusers themselves, children are more likely to imitate such behaviors or seek solace in drugs. In many cases, the normalization of drug use in communities where enforcement of drug laws is weak further erodes the protective social norms that should deter adolescent drug use. According to Oyinvwi et al. (2022), a breakdown in family values and insufficient parental control has been consistently associated with high incidences of drug abuse among teenagers in urban and semi-urban areas across Nigeria.
Peer influence remains one of the most dominant predictors of adolescent substance use. Teenagers tend to conform to behaviors modeled by their social groups to gain acceptance and avoid social rejection. This form of social learning often introduces young people to drug use at school, where substances are sometimes distributed by fellow students or individuals posing as peers. In the study by Obiechina and Isiguzo (2016), peer pressure was identified as the most common reason students gave for initiating drug use, ahead of curiosity, stress, and media influence. This suggests the critical need to empower students with social resistance skills and promote positive peer interactions.
The psychological impact of drug use during adolescence cannot be overstated. Substance abuse affects the brain’s development and can lead to a wide range of mental health issues, including anxiety, depression, and psychosis. Moreover, habitual drug users often experience difficulties in concentrating, learning, and retaining information, which negatively impacts academic performance and school attendance. Esan et al. (2018) found that secondary school students involved in substance use had significantly lower academic achievements compared to their non-using counterparts, pointing to the deep educational cost of this social menace.
Community factors also play a central role in shaping adolescents’ perceptions and behaviors toward drugs. In Rumuepirikom, inadequate community awareness campaigns and the lack of youth-focused recreational and empowerment programs leave young people idle and susceptible to negative influences. Adewole and Oyeniran (2024) reported that in many Nigerian communities, recreational spaces are either non-existent or inaccessible, leading many youths to spend time on the streets where they are exposed to drug-dealing networks. Engaging communities through sensitization programs and youth empowerment initiatives can therefore serve as a crucial strategy in mitigating substance abuse.
Given the multifaceted nature of substance abuse among secondary school students, it is essential to assess and understand their current level of knowledge regarding this issue. Such understanding can inform the design of targeted interventions that are both culturally appropriate and context-specific. Anderson et al. (2020) advocate for a preventive model that integrates drug education, counseling, and community collaboration to address the root causes of adolescent drug use. Informed by empirical findings and community realities, this study seeks to contribute to that model by exploring the level of awareness among students of Community Secondary School, Rumuepirikom.
1.2 Statement of the Problem
Despite numerous studies highlighting the prevalence of substance abuse among adolescents in Nigeria, a significant gap remains in understanding students’ actual knowledge and perceptions of the dangers associated with such practices, particularly in semi-urban communities like Rumuepirikom. Much of the existing literature has focused on patterns, causes, and consequences of drug abuse (Obiechina & Isiguzo, 2016; Esan et al., 2018), but few have delved deeply into students’ awareness levels and the specific misconceptions they hold. This lack of knowledge-oriented research limits the ability of stakeholders to design preventive interventions that address root causes at the cognitive level.
Furthermore, although peer pressure, poor parental supervision, and socio-economic challenges are repeatedly cited as key drivers of adolescent drug use (Oyinvwi, Jimoh, & Adisa, 2022), there is insufficient localized research exploring how these factors interact with students’ knowledge and attitudes in distinct communities such as Rumuepirikom. Generic or nationally focused studies often fail to capture the nuanced realities of specific settings, leading to interventions that may be ineffective or unsustainable at the grassroots level (Adewole & Oyeniran, 2024).
In addition, while schools are recognized as crucial platforms for drug education, many studies fail to examine the institutional readiness or gaps in school-based awareness and counseling programs (Anderson, Fontinha, & Robson, 2020). Without understanding students’ existing knowledge and the extent of drug education in schools, efforts to curb adolescent substance abuse may continue to miss their mark. This study, therefore, seeks to fill these critical gaps by assessing the level of knowledge about substance abuse dangers among students of Community Secondary School, Rumuepirikom, and identifying areas requiring targeted awareness and educational interventions.
1.3 Objectives of the Study
The broad objective of this study is to assess the knowledge of the dangers of substance abuse among students of Community Secondary School, Rumuepirikom, Rivers State. Specifically, the study seeks to:
- Determine the level of awareness among students regarding the health, social, and academic consequences of substance abuse.
- Examine the sources through which students obtain information about substance abuse and its dangers.
- Identify the relationship between students’ demographic characteristics (age, gender, class level) and their knowledge of substance abuse.
1.4 Research Questions
To guide the investigation, the following research questions were formulated:
- What is the level of awareness among students regarding the health, social, and academic consequences of substance abuse?
- Through what sources do students of Community Secondary School, Rumuepirikom, acquire knowledge about substance abuse?
- Is there any significant relationship between students’ demographic characteristics and their knowledge of the dangers of substance abuse?
1.5 Research Hypotheses
The following null hypotheses will be tested in this study:
- H₀₁: There is no significant relationship between students’ level of awareness and their knowledge of the dangers of substance abuse.
- H₀₂: There is no significant relationship between students’ primary sources of information and their knowledge of the dangers of substance abuse.
- H₀₃: There is no significant relationship between students’ demographic characteristics (age, gender, class level) and their knowledge of substance abuse dangers.
1.6 Significance of the Study
This study is of immense significance for several reasons, particularly within the context of youth development, public health, and educational policy in Nigeria. Firstly, it contributes to the growing body of literature on adolescent substance abuse by providing localized, community-specific insights from Rumuepirikom, a suburban area within Obio-Akpor Local Government Area of Rivers State. While existing studies have highlighted the prevalence of drug abuse among Nigerian youths (Esan et al., 2018; Obiechina & Isiguzo, 2016), there remains a scarcity of empirical data that reflect the knowledge levels of students in specific schools and communities. By focusing on Community Secondary School, Rumuepirikom, this study addresses this research gap, offering valuable data that can inform school administrators, parents, community leaders, and policymakers about the extent of student awareness regarding substance abuse and its associated risks.
Secondly, the findings from this research will be of practical importance to educators, guidance counselors, and curriculum developers. Many current school-based drug education programs are designed without first assessing the knowledge, attitudes, and misconceptions held by students (Anderson, Fontinha, & Robson, 2020). This study, therefore, provides a foundation upon which more tailored and evidence-based interventions can be built. Understanding the sources from which students obtain drug-related information—whether from peers, media, or educational settings—will help educators develop targeted strategies that effectively bridge existing knowledge gaps and correct misinformation.
Furthermore, the study holds relevance for community-based organizations, non-governmental organizations (NGOs), and government agencies engaged in youth empowerment and public health advocacy. As these organizations seek to curb substance abuse and promote healthy lifestyles among adolescents, access to localized, data-driven findings will enhance the precision and impact of their outreach efforts (Oyinvwi, Jimoh, & Adisa, 2022). The study’s results may also inform policy at the state or local government level, guiding decisions around resource allocation, public awareness campaigns, and the integration of substance abuse education into school curricula.
Finally, this study has the potential to empower the students themselves. By highlighting the risks associated with substance abuse and promoting knowledge-based decision-making, it encourages students to make healthier life choices. Increased awareness and understanding can lead to reduced engagement with harmful substances, better academic performance, and enhanced overall well-being.
1.7 Scope of the Study
This study is delimited to Community Secondary School, Rumuepirikom, located in Obio-Akpor Local Government Area of Rivers State. The focus is on senior secondary students (SS1–SS3) because they are at an age where experimentation and peer influence are highly prevalent. The study investigates students’ knowledge of the health, academic, and social dangers of substance abuse, as well as the sources from which they acquire information. It does not cover the actual rate of substance use among the students, nor does it attempt to provide a medical diagnosis or treatment for substance abuse cases. Rather, the emphasis is strictly on knowledge and awareness levels.
1.8 Operational Definition of Key Terms
Substance Abuse: The harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs, which can lead to addiction and negative health, social, or academic outcomes.
Knowledge: The level of awareness, understanding, or familiarity students have about the dangers associated with the use of substances such as drugs, alcohol, and inhalants.
Students: Individuals enrolled in the senior secondary levels (SS1 to SS3) of Community Secondary School, Rumuepirikom, who are the primary focus of this study.
Community Secondary School, Rumuepirikom: A public secondary institution located in Rumuepirikom, Obio-Akpor LGA, Rivers State, serving as the study site.
Dangers: The negative outcomes or consequences associated with substance abuse, including health complications, academic failure, mental health issues, and criminal involvement.
Awareness: The state of being informed about or conscious of the risks and consequences of substance abuse through education, media, or personal experiences.
Demographic Characteristics: The personal attributes of the students such as age, gender, and class level, which are considered in relation to their knowledge of substance abuse.
Sources of Information: The various means through which students learn about substance abuse, including but not limited to mass media, school programs, peers, family, and social media.