The International Journal of Multi-Disciplinary Research

ISSN: 3471-7102

Drug and Alcohol Abuse Prevention Education in Selected

Secondary Schools in Zambia:
Activities and Policy Implementation
(Conference ID: CFP/317/2017)

Corresponding author
Isaac Masiye D. Ndhlovu
Deputy National Coordinator University Of Zambia,
Education and Counselling Dept. Institute of Distance Education
Drug Enforcement Commission P.O. Box 32379, Lusaka. Zambia.
P.B. 476 x RW , Lusaka. Zambia E-mail: ndhlovu2010@gmail.com
E-mail: imasiye@yahoo.com Tel: +260-977-152676
Tel: +260-977-896555

ABSTRACT

The study sought to establish current practices that distribution of school rules to learners as
and policies in drug and alcohol abuse they reported to school and head teachers
prevention education in selected secondary communicating the rules to learners during
schools in Zambia. This need was necessitated school assemblies were the most used ways of
by the fact that despite escalating incidences of implementing policy guidelines. Based on the
drug and alcohol abuse among school-going findings, it is recommended that teachers and
children, little was known concerning other prevention education providers should
prevention practices and policies used in use activities which are more interactive such
secondary schools. This article reports on two as small group discussions, role-play, and
of the study objectives which were to; (1) educational games. Furthermore, preventive
explore how prevention education activities education should be provided on a regular
were conducted in secondary schools. And (2) basis by means of multiple and booster
explore how policy guidelines were sessions. Teachers and school administrators
implemented in secondary schools. The study should constantly remind learners of the rule
adopted a descriptive survey research design to and regulations through multiple avenues.
collect, analyze and interpret both quantitative
and qualitative data from 514 respondents. The Key words: Drug abuse, alcohol abuse,
study found that although a variety of activities Prevention education activities, Secondary
such as lectures, discussions, video shows, role schools.
plays, drama, games and sports, were
conducted, the most frequently conducted were
lectures and discussions. In addition
prevention education activities were
irregularly conducted. It was also established

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The International Journal of Multi-Disciplinary Research
ISSN: 3471-7102

BACKGROUND • Explore how the drug and alcohol abuse

Drug and alcohol abuse is a pervasive prevention policy guidelines were
problem world over. It affects all sectors of implemented in secondary schools.
society in all countries. In particular, it The study was significant in that its
affects the freedom and development of findings may be used by school
young people, the world's most valuable administrators, teachers and other
asset (UNDCP, 2002). It has the potential prevention practitioners to improve upon
to negatively affect the social fabric of the quality of implementation of prevention
communities, hinder economic activities and policies in secondary schools.
development and place additional burden In addition, the study contributed to the
on national public health care systems body of knowledge on school-based drug
(Wyler, 2012). Like many other countries, prevention education in Zambia.
the situation of drug and alcohol use among
young people in Zambia is growing at an The study was carried out in twenty (20)
alarming rate (DEC, 2012). This is despite secondary schools located in five provinces
many interventions driven by Government namely; Lusaka, Copper belt, Southern,
ministries/agencies, Non-Governmental Eastern and Luapula. The provinces were
Organisations and faith-based chosen based on the prevalence rate of drug
organisations. The increase in the number trafficking and abuse country-wide.
of learners who are abusing drugs and According to Kusanthan (2014)
alcohol in schools raises concerns about (unpublished) prevalence of drug
what is being done and how it is done to trafficking and abuse in Zambia is higher in
prevent it. There is an urgent need to Lusaka (87%), followed by Copper belt
address the situation. However, despite the (58%), Eastern (44%), Southern (34%),
escalating incidences of drug and alcohol Muchinga (33%), Central (26%) and
abuse among school-going children, little North-western (20%). However, due to the
was known concerning how prevention sensitive nature of the study, it was difficult
education activities and policy guidelines to collect information from some target
were implemented in Zambia’s’ secondary groups who did not want to present data
schools. The purpose of this study which was considered ‘damaging’ to their
therefore, was to establish practices and school reputation, as a result, caution must
policies in drug and alcohol abuse be exercised when generalizing the results
prevention education in selected secondary of the study. However, the researcher relied
schools in Zambia by exploring at how on triangulation to validate data.
activities and policy guidelines were
implemented. This Article reports on two LITERATURE REVIEW
of the objectives of the study, which were This section presents reviewed literature
to: related to drug and alcohol abuse
prevention education activities and policy
• Explore how the drug and alcohol abuse
prevention education activities were guideline implementation.
conducted in secondary schools.

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A number of studies have suggested that interactive activities include; Lectures, use
using extracurricular activities as a strategy of ex-addicts, use of scare tactics, large
may have prevention potential to reduce group discussions, use of brochures posters
abuse of alcohol and other drugs in learning and campaign T-shirts, video shows
institutions (Eccles et al., 2003; Moore and depicting negative consequences of drug
Werch, 2005; Hoffmann, 2006). For use and display of drugs that are commonly
example Eccles et al. (2003), found that used. For example Bangert-Drowns (1988)
young people who participate in who conducted a meta-analysis of 33
extracurricular activities such as sports and school-based programmes found that
performing arts had a better academic programmes that used lectures as their only
performance, lower risk of dropping out of intervention had less influence on attitude
school and reduced involvement in risk and behaviour change than those which
behaviours such as abuse of alcohol and used small group discussion.
other drugs. However, other studies have
also shown that different activities may Similarly, a study conducted by Yamada et
produce mixed results in young people drug al. (2014) to evaluate the effectiveness of
abuse behaviours. For example some types small group discussions in drug abuse
of sports and athletic involvement may not prevention in Japan, found that more
protect young people from drug and alcohol learners acquired skills to prevent drug
abuse (Moore and Werch, 2005; Hoffmann, abuse by participating in small group
2006). discussions than in a lecture.
MOE (2003) noted that interactive methods
In their studies, Tobler and Stratton, are used to stimulate active participation by
(1997); Cuijpers, (2002); Botvin and the audience. They also allow practice of
Griffin, (2003) have revealed that some interpersonal competencies and desired
methods or activities for drug and alcohol behaviour.
abuse prevention are less effective and
counterproductive while others have shown Botvin and Griffins (2003) have argued that
to produce desired outcomes. For instance, the more intensive the delivery system is,
they have concluded that using interactive the greater the success of the prevention
activities is an effective way of delivering programmes. This is also supported by
drug and alcohol abuse prevention UNODC (2004) who stated that providers
education. Tobler et al. (1999) define should ensure that there is sufficient contact
interactive activities as those with higher time with the target group.
degree of active participation by all
learners. These activities include: small White and Pitts (1998) and Tobler (1999)
group discussions, role-play, educational have provided evidence indicating that
games, cooperative learning, prevention strategies that allow for frequent
demonstrations, brainstorming, modeling, and multiple sessions or booster sessions
homework assignments, drama, are generally associated with success in
motivational interviewing, behaviour drug abuse prevention. This is as opposed
rehearsal, debate and peer education. Less to a one-off sessions which may not have
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The International Journal of Multi-Disciplinary Research
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an impact on individuals who are currently In the same vein, Evans-Whipp et al.
using drugs or alcohol (Myers et al., 2008). (2013) reported on a study conducted on
Flemish secondary school learners where it
Pertaining to drug and alcohol abuse was found that schools with clearly
prevention activities, it was generally formulated and communicated rules had
unclear regarding how they were conducted fewer regular drinkers than schools with
in schools in Zambia. This study was less clarity surrounding alcohol
therefore, set to find out how prevention regulations. These studies generally
activities in secondary schools in Zambia demonstrate that well implemented
were conducted. prevention policies are crucial to
For drug abuse prevention policies to be prevention of drug and alcohol abuse in
effective, the people concerned need to schools. However, it was not clear how
know about them. Policy dissemination is a drug and alcohol abuse prevention
vital component of drug and alcohol abuse education activities and policy guidelines
prevention implementation in every were implemented in Zambia’s secondary
institution. It ensures that the people it is schools.
intended for follow the guidelines as
indicated in it. METHODOLOGY
The study adopted a descriptive survey
In its ‘Student Code of Conduct Policy research design to collect, analyze and
Guidelines,’ the Virginia Board of interpret both quantitative and qualitative
Education in USA stipulates that “local data. This design was preferred because it
school boards must provide written copies allows the researcher to describe the facts
of the Standards of Students Conduct to and characteristics of a given phenomenon,
students, parents and school personnel” population, or area of interest (Merriam
(Atkinson, 2015:11). The Board further and Simpson, 1995). A total number of five
suggests that dissemination procedures hundred and fourteen (514) respondents
may include special students orientation participated in the study. This number
activities and class teachers reviewing the included: 400 learners, 91 teachers and 12
standards with their students in the head teachers selected form twenty
classroom. Additionally, Gaustad (1993) secondary schools in five provinces. In
asserts that ongoing communication of addition, 6 District Education Board
policy is more effective than one-shot Secretaries (DEBS) and 5 Drug
policy message. Gaustad further suggests Enforcement Commission (DEC) officers
that a policy should be distributed in located in the selected sites were included
writing and discussed verbally with because they represented providers or
stakeholders. This is to ensure implementers of prevention programmes
understanding of the provisions of the and activities in schools. A multi-stage
policy for effective implementation. sampling was conducted in which both
probability and non-probability procedures
were employed. This involved sampling of
provinces, districts, schools and finally
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respondents. For instance, a qualitative How drug and alcohol abuse prevention
purposive sampling technique was used to education activities were conducted in
select teachers, head teachers, DEBS and secondary schools
DEC officers, while quantitative simple Concerning how the drug and alcohol abuse
random and systematic random sampling prevention activities were conducted in the
was used to select learners. Due to the selected secondary schools, the study found
sensitive nature of the subject, ethical that they were conducted through a number
precautions were taken in this study. This of activities which included class room
included explaining the purpose of the lectures, discussions, video shows, role
study, giving respondents chance to decide plays and drama. Other ways were through
on whether to participate in the study and anti-drug club meetings, games and sports,
by keeping their names anonymous. and special skill training programmes. For
instance, 29.5% of learners indicated they
FINDINGS AND DISCUSSION leant through lectures in the classroom,
In the light of escalating incidences of drug 18.5% through talks and discussions with
and alcohol abuse among learners, the visiting professionals, 16% through drama,
study sought to explore how prevention and 14.7% through anti-drug club
education activities and policy guidelines meetings, while the least activity
were implemented in secondary schools, by mentioned were Video show (8.4%), life
answering the following research skills training (8.4%) and sports and games
questions: at 4.5%.
(i) How were the drug and alcohol abuse
prevention education activities In response to the question regarding how
conducted in secondary schools? they learnt about drug and alcohol abuse
(ii) How were the drug and alcohol abuse prevention in school, most of the learners
prevention policy guidelines interviewed during focus group discussions
implemented in secondary schools? confirmed having learnt mainly through
This is because how something is taught or lectures in classrooms and talks or
learnt, has a bearing on the knowledge discussions with visiting professionals such
retention rate and overall behaviour change as DEC officers and some NGOs
in young people. Firstly, the researchers programme officers. To this effect one
were interested in finding out how participant said:
prevention education activities were “Sometimes the head teacher also
talks to us about the bad things of
conducted in the selected secondary smoking and drinking at school
schools and secondly, how policy during assembly periods.”
guidelines were implemented. Details of
the findings and discussion are presented Another participant said:
below. “They just teach us in class and
tell us to write notes about effects
of drug abuse.”

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In the same vein, 26.9% out of 91 teachers intervention had less influence on attitude
who participated in the study agreed with and behaviour change regarding drug use.
the learners views and added counselling to In this regard, the researchers suggest that
the list of the frequently conducted prevention education providers should
prevention activities. Similar findings were engage more in activities which promote
indicated by DEC officers. They confirmed interactivity such as life skills training,
lectures and large group discussions as their small group discussions, role play/drama,
most frequently conducted activity for drug debate, educational games and sports. As
sensitization programme in schools. rightly pointed out by Ministry of
Additionally, they said they sometimes Education (2003) interactive teaching
combined different activities in one session strategies should be encouraged because
depending on the situation and the audience they stimulate active participation among
they were attending to. For example one learners in the classroom or group activity,
officers explained that they normally therefore, they allow for the development
conduct lectures and large group of interpersonal competencies.
discussions because it was convenient for Additionally, as rightly argued by Tobler et
them when dealing with large numbers of al. (1999), the more communication exists
learners, with limited time for interaction. among teachers, learners and peers, the
more learners will be prevented from
The above findings suggest that although a abusing drugs and alcohol.
variety of activities were used, the most
frequently conducted by both internal To further understand how prevention
(teachers) and external providers (e.g. DEC activities were conducted, the researchers
officers) were lectures and discussions. The explored the intensity and duration with
over reliance on these activities by which they were done. With regard to
providers may be the contributing factor to intensity, the majority (62.5%) of learners
the limited success scored in reducing drug indicated that they occasionally learnt
and alcohol abuse among learners in about drugs and alcohol abuse prevention.
schools. This is because studies have Occasionally in this regard means once in
shown that the use of activities or methods six months or the entire school year. When
such as lecture, talks, large group asked how often they learnt about drug and
discussions in drug and alcohol abuse alcohol abuse education in school, some
prevention education is less effective and grade twelve learners in focus group
counterproductive (Tobler and Stratton, discussions further stated that they only
1997; Cuijpers, 2002; Botvin and Griffin, learnt about it in grade ten. For instance,
2003). These methods are largely one way one of them said:
communication, that is, from source to “As for me sir, I learnt about
audience. In addition, they do not provide drugs in class, when I was in
grade ten. That was almost two
for high level of active participation by all
year ago. It takes a long time
learners. This is supported by Banget- before you learn about drug in
drawn (1988) who found that programmes the classroom. But sometimes
that used lecture method as their only the head teachers talks about
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drug abuse during school the average duration in which they were
assembly when they catch some conducted was fourty minutes. This is
learners who drink beer in contrary to the expectation of the
town.”
researchers considering that both internal
and external providers conducted
This response may have been due to
prevention activities in the selected
learners considering what was learnt in the
schools. As earlier mentioned, the
formal grade ten Civic Education syllabi.
explanation for this phenomenon may lay
As regard to duration, most (46.5%) of the
in the learners’ considering formal
learners said fourty minutes was the
classroom lessons which are time-tabled. It
average time under which prevention
is important to note that the intensity or
activities were conducted. Findings from
frequency of prevention activities has a
teacher showed that (68.1%) said they
positive impact on learners. As Botvin and
occasionally taught about drug abuse
Griffins (2003) pointed out, the more
prevention while on duration they indicated
intensive the delivery system is, the greater
similar views with those of learners. Head
the impact on the learners’ delay of the
teachers interviewed agreed with teachers’
onset of drug use, reduction or complete
and learners’ views on duration. When
abstinence from drugs and alcohol abuse.
asked how often they visited each school in
When learners are given more
the locality they operated to conduct drug
opportunities to hear and practice skills
prevention educational activities, DEC
they are likely to internalize them.
officers interviewed justified their
Prevention education providers in
infrequent visit to schools, indicating that
secondary schools should consider
the large number of schools in their
conducting interactive activities in multiple
catchment area made it difficult to cover
sessions or booster sessions.
them frequently. In support of this
response, one DEC officer said:
How drug and alcohol abuse prevention
“Well, to tell you the truth, there
policy guidelines were implemented in
are so many schools to visit. For
secondary schools
instance at this office, I am alone
Effective policy implementation is critical
catering for the whole province, so
for adherence to the guidelines for drug and
you find that one cannot manage to
alcohol abuse prevention by stakeholders in
carry out sensitization activities in
an institution. Hence in this study, learners
all the schools in the province. In
were asked to indicate ways in which they
fact sometimes we go there when
became aware of the rule and regulations
they write us indicating that they
concerning drug and alcohol use in the
want our services. Some schools
school, while teachers and head teachers
are only visited once in a year.”
indicated how policies were disseminated.
Hence the focus was on exploring the issue
The above findings show that drug and
of policy dissemination in secondary
alcohol abuse prevention activities were
schools.
occasionally conducted in schools, and that
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Learners indicated several ways in which individual goal in a warm social

this was done. These included: Distribution and academic environment. So I
of school rules to learners upon first entry do take time to talk to learners
in to school, school rules were during assemblies to explain
communicated to learners by the head school rule relating to drug and
teacher during school assemblies and that alcohol use as well.”
they were posted on the school or
classroom notice board. Other ways An analysis of these findings show that the
indicated were that school rules were read common mode of dissemination is the
out to learners by the class teachers in the distribution of the school rules and
classroom and though counselling sessions. regulation document to learners upon first
For example out of four hundred (400) entry into school and head teachers
learners who responded to the communicating to learners during school
questionnaire, 48.3% of them indicated assemblies. The findings are in line with the
copies of school rules and regulation were Students Code of Conduct Policy
distributed to them upon first entry into Guidelines by Virginia Board of Education
school, while 41% said that they were in USA as indicated by Atkinson (2015)
communicated to by the head teacher which stipulates that school boards must
during school assemblies. Table 1 below provide written copies of policy guidelines
shows the distribution of responses. to learners, parents and school personnel.
Although the researchers find this
However, some learners who participated acceptable, these findings have revealed the
in focus group discussions argued that there limited ways in which prevention policy
were mainly two ways through which they guidelines (school rules) were implemented
got to know about school drug rules and in the selected schools. As young learners
regulations. That is, through being grow and explore life, they become
communicated to them by head teacher vulnerable to all sorts of behaviours
during school assemblies and by including using drugs and alcohol. Hence
distributing copies of school rules to them there is need to constantly remind them of
upon first entry to the school. They explain the rule and regulations through multiple
that the documents were attached to avenues. It is important that secondary
acceptance letters for new learners. school avail written policies to all
Teachers and head teachers mentioned stakeholders in the school, because as
similar modes of dissemination. For evidenced by Evans-Whipp et al., (2004)
example, Head teachers were asked how findings, schools with clearly formulated
they disseminated rules and regulations and communicated rules had fewer regular
about drug and alcohol use in school to drinkers than schools with less clarity
learners. One head teacher said: surrounding alcohol regulations.
“One of the functions of a head
teacher in a school is to guide
both learners and teachers to
achieve school goals as well as
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CONCLUSIONS group discussions, role-play,

The background of this study emanates educational games, cooperative
from the fact that despite the escalating learning, demonstrations,
incidences of drug and alcohol abuse brainstorming, modeling, homework
among school children, little was known assignments, drama, motivational
concerning how drug and alcohol abuse interviewing, behaviour rehearsal,
prevention education activities and policy debate and life skills training. This is
guidelines were implemented in Zambia’s because they stimulate active
secondary schools. Therefore, the aim of participation of all learners and
the study was to explore how these aspect provides a platform for practicing
of prevention education were implemented. attitudes and skills for behaviour
The researchers conclude that although a change as opposed to less interactive
variety of activities / methods namely; activities.
lectures, discussions, video shows, role • Drug and alcohol abuse preventive
plays, drama, anti-drug club meetings, education should be provided on a
games and sports, and special skill training regular basis by means of multiple and
programmes were used, to conduct booster sessions. This is to ensure that
prevention education, the most frequently information and skills are retained for a
used by both teachers and DEC officers period long enough to delay or abstain
were lectures and discussions. These from drug and alcohol use by learners.
activities are largely one way In addition, DEC and other external
communication that is from the provider to providers should conduct regular visits
the learners with very limited interaction. to schools to conduct prevention
In addition prevention education activities activities. This is because as pointed out
were irregularly conducted. The study also by Botvin and Griffins (2003), the more
concludes that the most commonly used intensive the delivery system is, the
ways of implementing policy guidelines in greater the impact on the learners’ delay
the selected secondary schools was through of the onset of drug abuse, reduction or
distribution of school rules to learners as complete abstinence from use.
they reported to school and head teachers • Teachers and school administrators
communicating the rules to learners during should constantly remind learners of
school assemblies. This entails that there the rule and regulations through
are very limited ways in which they multiple avenues. It is important that
implement policy guidelines. secondary schools avail written policies
RECOMMENDATIONS to all stakeholders in the school,
Based on the study findings, the following because as evidenced by Evans-Whipp
recommendations are made: et al., (2004) study, which revealed that
• Teachers and other providers of drug schools with clearly formulated and
and alcohol abuse prevention education communicated rules had fewer regular
should use activities or methods which drinkers than schools with less clarity
are more interactive such as small surrounding alcohol regulations.

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Atkinson, A.J. (Ed) (2015). Student Code Behaviour, 47, 275-290.
of Conduct: Policy Guidelines, Richmond,
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www.doe.virginia.gov/ Guide to Research for Educators and
Trainers of Adults (2nd Ed.), Malabar
Bangert-Drowns, R.L. (1988). The Effect Florida: Krieger Publishing Company.
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drug Education, 18(3), 243-264. & Mazok, C. (2008). A review of evidence-
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Botvin, G.J. and Griffin, K.W. (2003). treatment of substance use disorders.
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Cuijpers, P. (2002), ‘Effective ingredients Prevention Programmes: A Meta-Analysis
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Gaustad, J. (1993). Substance Abuse
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(www.eric.ed.gov)
Eccles, J.C., Barber, B.L., Stone, M., and
Kusanthan, T. (2014). Situation analysis of
Hunt, J. (2003). Extracurricular activities
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R.F., Herrenkohl, T.I., and Toumbourou, UNDCP, (2002), Lesson Learned in Drug
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Distributed to us
White, D. and Pitts, M. (1998), “Educating upon first entry
193 48.3
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TABLES AND FIGURES

Table 1: Learners’ responses on way
through which they become aware of
rules and regulations about drug and
alcohol abuse in the school

Learners Frequency Percent

awareness of (N=400)
policy
Read out to
leaners in the
7 1.8
classroom

Communicated to
us by head
teacher during 164 41.0
school assembly

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