FACTORS CONTRUBUTING TO DRUG AND SUBSTANCE ABUSE AMONG

STUDENTS IN SECONDARY SCHOOLS IN MOMBASA COUNTY

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENT FOR THE AWARD OF A PHD ………………
OF NORTH WESTERN CHRISTIAN UNIVERSITY.

2024
 DECLARATION

This research project is my original work and has not been presented for award of
degree in any university.

Signature…………………………………… Date…………………………….

This research project has been submitted with my approval as the university
supervisor.

Signature…………………………………… Date…………………………….

i
 DEDICATION

This work is dedicated to my family.

ii
 TABLE OF CONTENTS

DECLARATION ii

DEDICATION iii

TABLE OF CONTENTS iv

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF APPENDICIES ix

ABBREVIATIONS AND ACRONYMS x

ABSTRACT xi

CHAPTER ONE 1

INTRODUCTION 1

1.1 Overview..............................................................................................................1

1.2...............................................................................................................................Background
to the Study............................................................................................................1

1.3 Statement of the Problem.....................................................................................4

1.4 Objective of the Study..........................................................................................5

1.5 Research Questions...............................................................................................5

1.6 Significance of the Study......................................................................................6

1.7 Limitations of the Study.......................................................................................6

1.8 Delimitations of the Study....................................................................................7

CHAPTER TWO 9

LITERATURE REVIEW 9

2.1 Introduction...........................................................................................................9

2.2 Theoretical Framework.........................................................................................9

2.3. Empirical Review...............................................................................................11

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 2.4 Summary o f literature.......................................................................................16
2.5 Conceptual Framework.......................................................................................17

CHAPTER THREE 18

RESEARCH METHODOLOGY 18

3.1 Introduction.........................................................................................................18

3.2 Location of the Study.........................................................................................18

3.3 Research Design.................................................................................................18

3.4 Target Population................................................................................................19

3.5 Sample Size and Sampling Techniques..............................................................19

3.7 Pilot Study..........................................................................................................20

3.8 Data Collection Procedures................................................................................21

3.9 Data Analysis Techniques...................................................................................21

3.10...........................................................................................................................Ethical
Consideration.....................................................................................................22

CHAPTER FOUR 23

DATA ANALYSIS AND INTERPRETATIONS 23

4.1 Introduction.........................................................................................................23

4.2.............................................................................................................................Response Rate
.............................................................................................................................23

4.3 Demographic Data of Students (Student Characteristics)..................................23

4.3.1 Age of the Respondents...................................................................................24

4.3.3 Gender of students...........................................................................................24

4.4 Demographic Characteristics of Teachers.........................................................25

4.4.1 Gender of Teachers..........................................................................................25

4.4.2 Teaching experience of the Teachers...............................................................25

4.5 Influence of Peer pressure on Prevalence of Drug and substance Abuse among
Students....................................................................................................................26

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 4.5.1 factors contribute to use of alcohol and drugs among students.......................26

4.5.2 Peer Influence..................................................................................................27

4.5.3 Impression on drug and alcohol advertisement...............................................28

4.6. Influence of Parental Sources of income on Prevalence of Drug and substance

Abuse among Students.............................................................................................28

4.6.1 Parental Occupation.........................................................................................28

4.6.2 Whether at times student is asked by a family member to buy or prepare some
of these drug’s...........................................................................................................29

4.6.3 Extra Money....................................................................................................30

4.7 Influence of school location on Prevalence of Drug and substance Abuse among
Students....................................................................................................................30

4.7.2 Availability of Drugs.......................................................................................31

4.7.3 Source of Drugs...............................................................................................31

4.8 Influence of School Administration on Prevalence of Drug and Substance

Abuse among Secondary School Students...............................................................32

4.8.1 Increase of Drug abuse among students..........................................................32

4.8.2 Why do students abuse drugs..........................................................................33

4.8.3 Effectiveness of guidance and counselling......................................................33

5.1 Introduction.........................................................................................................35

5.2 Summary.............................................................................................................35

5.3 Conclusions........................................................................................................37

5.4 Recommendations...............................................................................................37

5.5 Suggestions for Further Research.......................................................................37

REFERENCES 38

APPENDICIES 45

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 LIST OF TABLES

Table 4. 1: Response Rate.............................................................................................22

Table 4. 2: Age of the Respondents..............................................................................23

Table 4. 3: Gender of the Respondents.........................................................................23

Table 4. 4: Teaching experience of the Directors of study...........................................25

Table 4. 5: Extent to which various factors influence students to abuse drugs............25

Table 4. 6: Impression of drug, cigarette and alcohol advertisement...........................27

Table 4. 7: Student being asked to buy some drugs by family member.......................28

Table 4. 8: Location of School.....................................................................................29

Table 4. 9: Availability of students...............................................................................30

Table 4. 10: Increase in Drug abuse among students....................................................31

Table 4. 11: W h y do students abuse drugs...............................................................32

Table 4. 12: Guidance and counseling department effective in dealing with drug
abuse.............................................................................................................................33

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 LIST OF FIGURES

Figure 2. 1: Conceptual Framework.............................................................................17

Figure 4. 1: Gender of the respondents...........................................................................25

Figure 4. 2: Peer Influence............................................................................................27

Figure 4. 3: Parent’s Occupation..................................................................................29

Figure 4. 4: Peer Influence............................................................................................30

Figure 4. 5: Source of drugs.........................................................................................32

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 LIST OF APPENDICIES

Appendix 1: Questionnaire for Students.....................................................................45

Appendix 2: Questionnaire for teachers......................................................................47

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 ABBREVIATIONS AND ACRONYMS

ASAL Arid and Semi-Arid Location

D.E. O District Education Officer

E.F. A Education For All

M.O. E Ministry of Education

MDGs Millennium Development Goals

NACADA National Agency for the Campaigns Against Drug

Abuse
SCAD Student Campaign Against Drugs

UN United Nations

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 ABSTRACT
The topic of drug and substance abuse has been discussed throughout the world,

including in Kenya. To identify the causes and methods of control, educators, parents,

church leaders, and other interested parties have taken the lead. Consequently, this vice

needs to be curbed. The purpose of this study was to determine the factors that contribute

to drug misuse among students in Mombasa County. The following goals directed the

study: to determine the degree to which the financial sources of parents impact the

prevalence of drug and substance usage; find out how school locations affect the

prevalence of drug and substance usage; determine how much the administration of

schools affects the frequency of drug and substance usage; demonstrate how abuse is

influenced by peer pressure. Six secondary schools will be the intended audience.

Six guidance and counselling teachers, 60 students, and SS made up the sample.

The pupils were chosen by simple random sampling. Questionnaires were used in the data

collection process. The Statistical Package for Social Sciences (SPSS) software program

will be used to analyse the gathered data. Descriptive techniques, like percentages and

frequencies, will show the results in tables and figures. The results showed that students'

use of alcohol and drugs was significantly influenced by stress, frustration/anxiety, peer

pressure, and the need for social acceptance, but peer pressure was more common.

According to the study, most students claimed that the advertisements made them

admire people who smoke or drink. In addition, the findings showed that there was an

increase in drug abuse among students because the guidance and counselling department

was ineffective at dealing with drug abuse. It was suggested that all schools establish

guidance and counselling offices staffed by professionals to provide counsellors to students

who abuse drugs. Additionally, parents should be firm and discourage students from using

alcohol, which is the most abused drug in schools; parents should make sure they do not

give their kids too much money, and if they do, they should make sure the money is used
10
constructively; parents and teachers should keep an eye on the company that students keep

to make sure they do not associate with other students or non-students who abuse drugs;

teachers should set a good example for the students by not going to school while

intoxicated or using other drugs in front of the students; and they should try to improve

their relationships with the students.

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 CHAPTER ONE

INTRODUCTION
1.1 Overview

The chapter covers the background of the study, problem statement, objectives, and

research questions are all covered in this chapter. It also supports the necessity of doing the

investigation. Furthermore, the study's scope outlines the topics that will be investigated to

reach more rational findings and provide definitive and fulfilling responses. The chapter

outlines the researcher's assumptions and provides definitions for essential words.

1.2 Background to the Study

Any substance that alters one or more physiological processes in a living organism

upon absorption is referred to as a drug. According to Kwamanga, Odhiambo, and

Amukoye (2003), the word is typically used to characterise substances that are abused as

well as those employed for therapeutic purposes. The global context of drug use shows

how old theoretical barriers are eroding, which also has an impact on attitudes, value

systems, and perceptions regarding drug use (Gakuru, 2012). For society and authorities in

North American, Latin American, and Asian cities, drug and substance misuse is a serious

problem (Ngesu et al., 2008). The health, social standing, and economic standing of

families, communities, and countries are all seriously threatened by psychoactive

chemicals.

Most drug users, particularly those who use alcohol, are between the ages of 15

and 29. They account for 9% of all fatalities and are caused by alcohol-related causes.

In 148 countries, 15.3 people have been linked to drug and injectable drug use; of them,

120 are HIV-positive (WHO report, 2012). According to estimates, 10% of US adults

abuse or are dependent on alcohol. Drug abusers use samples that range from 2.6% to

9.9% morphine, which makes up 10% of the weight of opium (Kalant, 2017). According to

the United Nations (2013), 82% of Ethiopia's street youngsters in Addis Ababa are drug

12
users. In addition to the growing risk of youth and child drug use, South Africa is

becoming a key transhipment hub in the global drug trade and a significant producer of

Dagaa (Honwana & Lamb, 1998). According to Gilberto Gerra (2013), the head of the

United Nations Office on Drugs and Crime's Drug and Preventive Health Branch, West

Africa has an inferior border security system, understaffed ports, and significant drug

cartels from Colombia and Latin America have chosen to use Africa as a route to Europe. A

country instantly turns into a consuming country when it becomes a transit hub, the UN

official (Gerra) remarked.

According to 2013 United Nations (UN) data, drug-related ailments claim the lives

of 37,000 Africans each year. According to UN estimates, 28 million people in Africa use

drugs (United Nations, 2013). According to a 2013 international conference on drug abuse

in Kampala, the most vulnerable demographic in countries where drug use is prevalent is

young people, particularly those in early and late adolescence, who are essentially

powerless to resist peer pressure and begin experimenting with drugs in or even outside of

the classroom. The Kampala (2013) international summit on drug misuse called for swift,

influential inventions to buck the trend.

In Africa, drug misuse affects both young and old, wealthy and impoverished,

including residents of rural and urban areas (United Nations Drug Control Program, 1998).

Men are more likely than women to consume drugs, they note, but this is quickly changing

since drug addiction among women is more covert and less noticeable. It has been

observed that younger men prefer beer, but women, younger drinkers, those with higher

levels of education, and those with less disease prefer wine. Males, heavy drinkers, those

with lower levels of education, middle-aged and older adults, and those who are more

susceptible to serious illnesses, all like liquor.

13
 There are several accounts of young people's lives in Kenya being destroyed by

drugs and alcohol. Peer pressure, media influence, inadequate direction, and poor role

modelling make young people particularly susceptible to vice (Kikuvi, 2009). This has

spread throughout schools, resulting in high school dropouts and laziness. Amayo and

Wangai (1994) claim that drug use has caused disturbances and extensive property and

human damage in schools. The United Nations International Drug Control Programme

listed Kenya as one of the top four African countries known for drug use (World Report,

2005). Almost everyone who has access to prescription medications, including physicians,

pharmacists, and people who work in medical settings, abuses them. Some people have

hazy ideas about what kind of medication to take but do not want others, including doctors,

to know they are ill.

In Kenya, adults and an increasing number of youths, both male and female

students as well as non-students, have easy access to alcohol and various narcotics that are

either legal or illegal (NACADA, 2003). The findings of an initial survey among Kenyan

secondary school students demonstrated that drug misuse was widespread among this

demographic. Additionally, the survey found that urban schools faced a more severe issue

than rural ones.According to this study, drug misuse has an impact on secondary school

students' conduct and is a global issue that impacts all secondary school students, including

those in Kenya. Drug use has resulted in numerous health issues for young people,

particularly for secondary school pupils. Young people have a lot of unique issues and

concerns. Adolescence is a time of multiple difficulties, including the strain of physical and

physiological change, competitiveness in school and life in general, generational

differences, and an unfair and cruel world, among other issues. Adolescents must manage

significant psychological developmental tasks, including peer identification and family

14
individualisation. The main factors include sexual identification, role identification,

societal and professional concerns, and resolving issues of independence and authority

power (Oketch, 2008).

Sixty per cent of students utilise drugs, according to a United Nations Drug Control

Programme report (UNDCP, 1998). According to a National Council Against Drug Abuse

survey (NACADA, 2006), substance abuse is pervasive. Despite affecting all social

categories, it primarily affects young people. Many young individuals, particularly those

without jobs, have turned to injectable narcotics like heroin and cocaine. Because they

share syringes, this has played a significant role in the spread of HIV/AIDS. Because they

impair cognition and decision-making, other drugs, such as alcohol, can encourage

dangerous sexual conduct. Due to their inability to express themselves, particularly when it

comes to refusing unprotected sex, drunks are more likely to be exposed to sexually

transmitted illnesses.

According to research, the prevalence of HIV and AIDS is directly correlated with

drug and substance usage (NACADA, 2006). Males are more likely than females to be

exposed to miraa and inhalants, and 22% of secondary school pupils use drugs, according

to Siringi and Waihenya (2001). Due to inactivity and absence, poverty also promotes drug

use among students (Adelekan, 1998). The lack of school fees combined with the

accessibility and availability of drugs at village kiosks may contribute to the high rate of

drug usage among students between the ages of 14 and 24. Therefore, this study looked

into the reasons why secondary school students in Mombasa County abuse drugs and other

substances.

1.2 Statement of the Problem

Drug use and abuse is still a problem in Kenyan secondary schools despite the

15
various measures taken to curb it. Drug abuse menace has strangled the youthful

population, both secondary school students and non-students, reducing them to dummies,

zombies and drooling figures as well as wasting their lives at the age at which they are

most needed in society (Ngesu et al., 2008). Although the youth have been educated on the

dangers of drug abuse, most of the secondary school students have little or no knowledge

of how dangerous the vice is (Ngesu et al., 2008).

Drug and substance abuse leads to many problems in schools, especially strikes,

which are usually experienced in schools. However, many people attribute the strikes to

school mocks, especially in the second term of the academic calendar. Some of the known

incidents include those at Nyeri High School, where prefects were burnt in the dormitory,

and Kyanguli Secondary, where many boys were killed. It is possible that students who

abuse drugs while in school play a significant role in influencing acts like strikes as they

are under the influence of drugs. Although several researchers suggested preventive

measures, the researchers have not effectively led to the desired results of curbing the

menace of drug and

Substance abuse in Kenyan secondary schools. This is because apart from the youth

facing many challenges as individuals, the family and society, including the church and

school, have not come out wholly to initiate methods of helping the youngsters. There is

always a conflict of interest on who has the upper hand in helping the youth. It was against

this background that this study sought to examine the effects of drug abuse among

secondary school students in Mombasa County and suggested pragmatic measures to curb

this menace effectively.

1.3 Objective of the Study

1.3.1 General Objective

The main objective of this study was to examine factors contributing to drug and substance

abuse among students in secondary schools in

16
1.3.2 Specific Objectives of the Study

1.3.3 The following objectives guided the study: -

1.3.4 i) To determine the degree to which the income levels of parents affect

the prevalence of drug and substance misuse among Mombasa County's secondary school

children.

ii) To ascertain how various school locations affect the frequency of drug and substance

addiction among Mombasa County's secondary school pupils.

iii) To determine the degree to which Mombasa County secondary school students' drug

and substance addiction prevalence is influenced by school administration.

iv) To determine how drug and substance misuse among Mombasa County secondary

school students is influenced by peer pressure.

1.5 Research questions

This study will address the following research questions: -

1.4 i) To what extent does the prevalence of drug and substance abuse among

secondary school children in Mombasa County depend on the parents' income?

ii) To what extent does the location of schools impact the prevalence of drug and substance

addiction among secondary school students in Mombasa County?

iii) To what extent does school administration impact the prevalence of drug and substance

addiction among secondary school students in Mombasa County?

iv) How does peer pressure affect drug and substance use among secondary school

students in Mombasa County?

1.5 Significance of the Study

The purpose of this study was to produce relevant data regarding the causes and

effects of drug usage on Kenyan education. Thus, the results of this study could be helpful

in several ways: The results of the study may be used by the Ministry of Education (MOE)

to determine how to prevent drug and substance misuse through public education

17
campaigns in schools and raising awareness of the risks associated with drugs and their

effects on the person, the family, and society as a whole.

The results can also be used to support the inclusion of anti-drug use programs in

schools, with a particular emphasis on the adverse effects of substance use. In the end, the

results of this study will help society achieve its sustainable development goals by

establishing a drug-free society for social, economic, and political advancement. To take

corrective action, the principals of the schools could help the pupils find the sources of

narcotics. Hiring qualified, experienced counsellors to lead the guidance and counselling

departments could boost them.

1.6 Limitations of the Study

Questionnaires will be the primary data collection method for gathering information from

the respondents. Some respondents may have been reluctant to answer the questionnaires.

The researcher also limited the study's goals to five elements that could have provided

definitive proof because numerous additional elements are beyond the researcher's control.

These causes included the lack of parental involvement, the collapse of African culture, the

availability of pocket money, the inadequacy of rehabilitative facilities, and school-related

issues. To investigate the reasons behind drug and substance addiction among secondary

school students in Mombasa County, the researcher needed a significant amount of

funding.

1.7 Delimitations of the Study

Only a few public secondary schools in Mombasa County were included in the study. The

percentage of pupils who engaged in drug and substance abuse was generalised using the

study's findings.

1.8 Definition of Terms

In this study, the following terms were defined:

Drug refers to any chemical that, when ingested, may impact one or more bodily

18
processes.

Drug misuse refers to the use of drugs for purposes other than those that are advised.

Drug abuse refers to excessive use of illegal drugs and/or legal drugs that a doctor does

not prescribe.

Substance abuse is used to describe the dangerous or damaging use of psychoactive

substances, such as alcohol and other illegal narcotics, to induce behaviour.

Drug tolerance refers to a condition in which a drug's sensitivity to the body is decreased

at a regular (standard) dose.

Drug dependence is used to describe recurrent drug use, which typically leads to

tolerance, withdrawal, and compulsive drug use.

Parental influence refers to how parents either support or oppose their children's drug use.

Peer pressure refers to the propensity to adhere to the standards and ideals of a group of

peers.

Legal/licit drug: refers to a substance that is widely accessible and socially acceptable.

Prevalence refers to the extent of drug use in a specific age group.

School administration refers to administrative arrangements in schools that could

persuade someone who does not take drugs to start using them.

Drug trafficker/peddler: describes a person who sells narcotics to customers.

Student: refers to a male or female student enrolled in Mombasa County public schools in

forms 1–4.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviewed literature related to the study

2.2 Theoretical Framework

Several theoretical frameworks are used to explain drug and substance abuse. The

19
researcher employed the theoretical framework of symbolic interaction theory and social

learning theory in this investigation.

2.2.1 The Social Learning Theory

This theory, which was put forth by Albert Bandura in 1977, is predicated on the

premise that adolescents' views of antisocial behaviour are shaped by the role models in

their surroundings, particularly parents, teachers, close friends, and relatives. According to

this theory, adolescent substance use through role models is expected to have three primary

outcomes: first, substance-specific behaviours are observed and introduced, and then, early

substance use is socially reinforced. This results in favourable social and psychological

consequences for the adolescent's future.

It also highlights the assumptions we make about how drugs and alcohol will affect

us. People with strong self-esteem and sufficient coping mechanisms can drink in socially

acceptable amounts and form friendships with people who abstain from alcohol misuse.

People who generally struggle with coping with life's challenges may use drugs and

alcohol to decompress, escape, and feel better. The primary triggers of an adult's drug

experience are linked to secondary environmental indicators. This encompasses the addict's

way of life and the physical elements of the surroundings NACADA (2006).

According to Bandura, people learn by seeing what other people do. Through this,

one may adopt the behaviour of others after mentally representing it (Bandura, 1977). our

theory applies to our study because kids learn whether or not to take drugs through

internalisation and observation. On the other hand, the behaviour may completely

disappear if it is negatively rewarded, for example, by being sick, losing friends, or getting

suspended from school. Parents could have an impact on their children's drinking through

the transfer of parental drinking values as well as direct modelling of alcohol consumption

(Bandura, 1977).

2.2.2 Symbolic Interaction Theory

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 People think about and even practice what they plan to do, according to Mead's

(1971) symbolic interaction theory. It goes on to say that persons who interpret the

meanings of other people's acts, change their meanings, and subsequently interpret those

meanings are the ones who guide human behaviour. They can harmonise their perceptions

by imitating other people's behaviour thanks to the interpretation. The hypothesis states

that young people without jobs may want to join social organisations with comparable

issues to their own because they are frustrated by their lack of employment. Therefore, in

this instance, the young people may imitate the actions of the other jobless youngsters

looking for work since they perceive them as role models. The hypothesis states that the

young people who are to be persuaded will begin by practising drinking alcohol covertly

until they develop an addiction, which will help them align their thoughts with those of

their role models in the group.

2.2.3 The Deviance Theory

Durkheim (1952) developed the deviance theory, pointing out that rapid social

change and unforeseen economic crises were two factors that contributed to normlessness.

These events disrupted the regular operations of society when there were no other efficient

ways to maintain social control. As a result, the behaviour shift caused moral ambiguity

and a failure to meet social norms. The hypothesis outlines several circumstances that

ultimately lead to the breakdown of social standards.According to Durkheim, society has a

crucial role in upholding order, as seen in the example of young people abusing alcohol,

which suggests that their behaviour demonstrates the disintegration of social norms and

laws, a condition Durkheim called a state of normlessness.

The community views excessive drinking as abnormal behaviour. Lindesmith

(1947) asserts that alcoholics are social outcasts who are perceived by the older generation

as departing from societal norms and traditions. This is because alcohol consumption was

regulated in a way that prevented young people from developing alcoholism.

21
 Consequently, the abrupt change in the behaviour of alcoholism in young people is

viewed as abnormal and is therefore referred to as an act of defiance. These theories are

crucial to the study because they shed light on the alcoholic behaviour of young people of

both sexes and how different agencies might employ interventions to help them recover

and warn others from engaging in alcoholism.

2.3. Empirical Review

2.3.1 Influence of Peer Pressure on Prevalence of Drug and Substance Abuse among

Students

Drug users are likely to learn about the availability of drugs and their purported

effects from friends or peer groups (Ngesu et al., 2008). Whether or not someone will

experiment with dependence or be persuaded to take drugs is significantly influenced by

the expectations and interests of their peer groups (Oketch, 1997). Numerous scientists

have proposed several theories as to why people start using drugs and eventually turn to

abusing them (Van Atta & New Mark, 2005). According to one of these theories, beginning

to abuse medicines can cause a person to associate with other drug users, which exposes

them to different drugs. Adolescents are frequently most immediately exposed to drug

misuse and delinquent conduct through their association with peers who consume drugs.

People associate with peers with similar social meanings that support the

performance of activities they are inclined to partake in. Like non-users, drug and

substance addicts are constantly looking for peer approval. Between 21 and 42 per cent of

all drug and substance consumption is influenced by peer pressure. By making the drugs

accessible and offering a suitable environment and guidance, the peer subculture also

encourages the behaviour (NACADA, 2006). Conversely, a youngster who grows up in a

setting with strong anti-drug standards and no friends who take drugs is less likely to start

misusing drugs themselves (Hawkins & Catalano, 1992). According to research on early

22
risk behaviours in schools, the main reasons for unhealthy peer interactions include

learning disabilities in girls and violent conduct in boys (Elizabeth, Susan & Suman,

2003). According to studies, children who exhibit inappropriate social behaviour and low

academic achievement between the ages of 7 and 9 are more likely to engage in substance

misuse by the time they are 14 or 15 years old (Sadock & Sadock, 2003).

In today's culture, peers have a significant influence on the first drug usage of

young people who have not been socialised. Since illegal substances are rarely available

through normal channels, peers are the conduits through which they are made available

(Gorsuch & Butler, 1976). The peer group may give information on how to get or supply

the substance directly. The nonsocialized person has easy access to drugs if they have

many pals who use drugs. The young person without socialisation lacks the inner

motivation to refuse. Because of this, the peer group has a high predictive power for the

prevalence of first-time drug use among young people who have not been socialised. In

addition to instructing its members when and how to use drugs, the peer group may serve

as role models for drug use. Depending on how much time is spent in the peer group and

how much freedom from outside influences it has, the group's influence will vary for

different age groups. Since adolescents frequently operate unsupervised, the pathways for

the illegal transportation of drugs are more open.

Adolescence is a time when many people start using drugs as they go from

childhood to maturity. It is a significant time full of adjustments, challenges, and unique

issues. It is characterised as a time of "storm" and "stress," as well as a period of self-

assertion and self-discovery. Young people experiment extensively in this era (Oketch,

2017). According to Pudo (1998), it is not surprising that many young people want to test

drugs to experience the consequences for themselves because curiosity is one of man's best

23
qualities.

In most situations, addressing such conduct in interventions is challenging.

According to research, putting high-risk adolescents in a subpar group intervention can

have unfavourable effects. (Kaufman, Welson, Kavanagh, & Dishion, 2002). To offer

strategies for preventing such consequences in upcoming peer groups for drug misuse

therapies, it will examine the role that adults and supportive peers can play.

2.3.2 Influence of Parental Sources of Income on Prevalence of Drug and Substance

Abuse among Students

Children from households with drug-using parents are more likely to copy their

parents' drug-using behaviour (Pudo, 1998). The best indicators of imitation into drug and

substance addiction are parental drug usage, parental attitudes about drugs and substances,

and different facets of a parent-child relationship. Drug misuse has numerous adverse

effects on our communities, schools, and homes (Elizabeth et al., 2003).

The family is the first to socialise with youngsters and is where they engage in their

initial encounters. It has been observed that kids from wealthy families will start school

earlier and that their parents earn much money. It is difficult to find them idle as a result.

However, children from low-income families whose parents earn little money are more

likely to start using drugs early on, such as making change and other illegal substances.

Ineffective parenting, a chaotic home environment, a lack of a meaningful relationship

with a loving adult, and a lack of mutual attachment and nurturing by parents or caregivers

are all factors (Elizabeth et al., 2003).

Students' access to cash in pocket money and travel allowances, mainly when

provided in excess, may be used to buy narcotics (Kingala, 2000). Parents can operate as a

24
protective force when there is a close relationship between children and their families,

parental involvement in the child's life, supportive parenting that adheres to defined

boundaries regarding money and emotions, and regular discipline. Children from low-

income households can obtain primary medications such asAlcohol, thereby leaving them

exposed. Children, particularly adolescents, are likely to suffer adversely from divorce or a

shift in economic position from high to poor. They are more susceptible to behavioural

behaviours that result in drug usage at this time (Hawkins et al., 1992). According to a

study done in Kisumu, Kenya, pupils from slums and other low-socioeconomic-class

neighbourhoods were more likely to take drugs than students from higher-socioeconomic-

class neighbourhoods. It has also been demonstrated that drug abuse is influenced by

family (Otieno & Ofulla, 2009).

Most pupils are in adolescence, which marks the passage from childhood to

maturity. It is a significant time full of adjustments, challenges, and unique issues. It is

characterised as a time of self-assertion and self-discovery, during which young people

frequently try new things. Therefore, their chances of getting lost are very significant if

their parents do not provide guidance and care (Oketch, 1997).

2.3.3 Influence of Location of Schools on Prevalence of Drug and Substance Abuse

among Secondary School Students.

Since students spend most of their time in school, various good and bad events

might occur in a particular school setting. They engage with teachers, coworkers, and other

pupils. Young people may be influenced to begin abusing drugs if drug availability, drug

trafficking patterns, and societal views on drug usage are broadly accepted (Otieno &

Ofulla, 2009). Usually, the influence comes from the location where the narcotics are sold.

Such places include parks, streets, schools, residences, and gatherings.

According to Otieno et al. (2009), pupils in urban regions are more likely than

25
those in rural ones to abuse drugs and other substances. They run the risk of tasting

alcohol, tobacco, bhang, khat (miraa), and inhalants like glue. The lifestyles of the same

young people in metropolitan and rural areas vary. Because drugs are more readily

available in urban regions than in rural ones, people in towns are more likely to use them

than people in rural areas because they are more gregarious and enjoy going out to parties.

People utilise illegal substances because they are readily available and serve the interests

of those who stand to gain financially from their sale, according to Merton and Nisbet

(1971). The most well-known locations for drug use in town centres are bus stations and

schools.

Additionally, numerous studies have demonstrated that early drug misuse initiation

is linked to increased drug involvement, whether with the same or different drugs (Nnaji,

2000). Many young people may not go on to misuse other substances. Still, those who do

may have different histories of drug abuse depending on the availability of drugs in their

community and other factors on the abuser population—the pattern of abuses linked to

perceived danger, societal disapproval, and drug availability in society. Children are

exposed to more drug availability, drug abusers, and drug-related social interactions once

they start high school (Elizabeth et al., 2003).These difficulties raise the risk of drug

misuse. Due to their vulnerability during this time of many challenges, as they look for

peer identification and individualisation from their families, Kenyan youngsters are

particularly in danger. They are easy targets for drug barons to recruit into drug addiction.

Young people experiment with drugs as they mature.

Families have a significant influence in helping children think, even when they are

not in their natural environment (Nelson & Kaufman, 2002). Age, proper parental

supervision of social behaviour, including setting curfews, adult supervision of activities

outside the home, knowing the child's friends and enforcing rules, academic success and

participation in extracurricular activities, strong ties to pro-social institutions like schools

26
and religious institutions, and acceptance of conventional norms against drug abuse are the

family protective factors for children who are not family members (Schaps, Battistich, &

Solomon, 1997). Drug usage and the type of school a student attends are significantly

correlated, claims Maithya (2009). Compared to schools for girls or boys, mixed schools

have a higher rate of drug misuse. Additionally, he discovered that mixed schools had

internal issues linked to student substance misuse. Boys' schools had concerning drug

misuse issues, but girls' schools did not. This suggests that girls and boys were more

influenced by their peers than if they attended the same school.

2.3.4 Influence of School Administration on Prevalence of Drug and Substance

Abuse among Secondary School Students

Drug misuse is most likely to develop at significant life transitions for kids.

Children go through their first considerable adjustment when they leave home and start

elementary school. When kids start middle or junior high school, they encounter fresh

social and academic circumstances, such as developing relationships with a more extensive

range of peers and having higher standards for academic achievement (Sussman, Dent &

Stacy, 2002).

They are likely to begin substance abuse for the first time throughout adolescence.

Most leave home for the first time as they get closer to late adolescence, either to attend

high school or college. There is no parental monitoring this time. There may be a lot of

other difficulties out there, such as social, psychological, and educational ones. They might

be exposed to more drug availability, drug abusers, and drug-related social interactions at

this time (Sussman et al., 2002). They can use alcohol, cigarettes, and bhang, and these

difficulties are likely to raise the risk of drug misuse (Sussman et al., 2002).

According to Nelson and Kaufman (2002), there are additional drug abuse characteristics

that are connected to how kids interact with their teachers and friends in school. According

to Dishion et al. (2002), some of these risk behaviours include aggressive and

27
inappropriate classroom behaviour, academic failure, and poor social coping skills, all of

which can contribute to the problem of drug misuse. According to Kingala (2000), the

majority of Kenyan adolescents begin using drugs while they are in school. Additionally,

he points out that the way the school administration handles student matters can result in

drug usage, highhandedness, harsh treatment, a lack of independence, and stress from

students' complaints not being heard, all of which can contribute to drug misuse (Kingala,

2000).

Various drug abuse prevention intervention programs that emphasise children's

social and intellectual skills, such as peer interactions, self-control, coping mechanisms,

social behaviours, and drug rejection skills, have been proposed by previous researchers.

To improve student-teacher relationships and, at the same time, lower the dropout rate

among drug-abusing children, this study also intends to offer recommendations on how to

include school-based drug abuse intervention and prevention programs into the regular

curriculum.

2.4 Summary of Literature

The researcher examined the literature in this area and determined why drug misuse

occurs in Kenya. These include social gatherings and peer pressure, among other

associated factors. The school environment has a significant impact on whether substance

misuse is a vice. Students are prone to use drugs more frequently in urban settings than in

rural ones.

2.5 Sources of Income Employed Unemployed

Self-employed.

CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

28
Figure 2. 1: Conceptual Framework

Source: Researcher (2020)

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter focuses on the research methodology and includes the research design

regarding the target population, the study sample, the sampling methods, research tools,

the piloting of those tools, the procedures for data collection, and the techniques for data

analysis.

3.2 Location of the Study

The study was carried out in Mombasa County. Mombasa County is a city-county

along the Indian Ocean. The city is the oldest in Kenya; it is a central transit hub of East

Africa due to the presence of a vast and deep port that serves the Eastern Africa region. It

is a major tourist hub of Kenya due to its sandy beaches and Swahili culture. Also,

Mombasa County is a trading centre and industrial town in Kenya; logistics, fishing,

hospitality, manufacturing, and other service industries are among the major economic

activities that dominate the city. Mombasa County has six constituencies: Changamwe,

Jomvu, Mvita, Kisauni, Nyali and Likoni.

Research Design

According to Cooper and Schindler (2006), research design serves as the blueprint

for a study. It outlines how that blueprint will be implemented, detailing the methods and

procedures for gathering, measuring, and analysing data. This research will utilise a

descriptive survey design. This approach involves collecting information through

interviews or distributing questionnaires to a selected group of individuals (Kombo &

Tromp, 2006). Such a design is particularly effective for gathering insights into people's

attitudes, opinions, and behaviours (Kombo et al., 2006). Therefore, this aligns with the

29
objectives of this study.

3.1 Target Population

According to Mugenda and Mugenda (2009), the target population refers to the

group of individuals a researcher aims to use to generalise results. This study's target

population will consist of 300 form 3 students. They were chosen because it is believed

that they are at a crucial stage of adolescence, making them more familiar with issues

related to drugs in their schools, and they have also established their routines in the school

environment. The participants were selected from 10 schools in Mombasa County, along

with the involvement of 10 guidance and counselling teachers

3.2 Sample Size and Sampling Techniques

Sampling refers to choosing a certain number of subjects from a target population

to represent that group. According to Mugenda and Mugenda (2003), sampling involves

selecting a limited number of cases to offer insights that can inform judgments about a

significantly larger group of cases. The size of the student sample was determined using

Nassiuma's (2000) guidelines, which indicate that in many studies, a coefficient of

variation of 21% ≤ C ≤ 30% and a standard error of range 2% ≤ e ≤ 5% is typically deemed

acceptable. Consequently, a coefficient of variation of 30% and a standard error of 3% will

be applied. Therefore

n = NC2

C2 + (N-1) e2

Where; n = Sample size; N = Population size, 300; C = Coefficient of variation, 30%; e =

Standard error, 3%.

Hence,

Sample size, n = 300(0.32) 0.32+ (200-1)0.032

= 300(0.09)

0.09+199(0.0009)

30
 = 27.

0.3591

= 75 respondents

A selection of three students was made from a total of 75 students. Purposeful

random sampling will be employed to choose six guidance and counselling teachers for

inclusion in the study. The instruments utilised for this research consisted of

questionnaires. These questionnaires were crafted with both closed and open-ended

questions. This type of research tool effectively collects data from a wide-ranging sample.

Questionnaires were distributed to students, guidance and counselling teachers, and

principals. The initial section aimed to collect demographic details from the respondents,

including age, experience, and qualifications. The second section aimed to gather

information regarding the factors contributing to drug abuse.

3.7 Pilot Study

Before collecting data, the questionnaires were pre-tested to confirm their validity

and reliability. The pertinence of the items about the study's objectives will be evaluated to

ensure thorough coverage of the context. The questionnaires will be distributed to a sample

of 5 students and three teachers from one of the schools not included in the primary

sample. The following factors were taken into account:

• the clarity of the instructions provided on the questionnaires

• the ease and appropriateness of the language utilised

• the duration and time required for each respondent to complete the questionnaire.

3.1 .1 Validity of the Study

Validity refers to how well the results from data analysis truly reflect the

phenomenon being investigated. According to Orodho (2005), validity involves a

preliminary qualitative assessment of the research tool to determine its accuracy,

correctness, truthfulness, meaningfulness, and appropriateness in gathering the intended

31
data for the study. A pilot study was conducted to assist the researcher in identifying any

items within the research instrument that may confuse obtaining the necessary information.

The items identified as ambiguous in gathering relevant details will be revised.

3.6.2 Reliability of the Study

The reliability of a research instrument refers to the extent to which it produces

consistent data when tested repeatedly (Mugenda & Mugenda, 2003). Thus, an instrument

is deemed reliable if it accurately and consistently measures a variable, yielding the same

results over time under similar conditions. The reliability of a questionnaire focuses on the

consistency of the participants' responses to the researchers' inquiries. The answers to each

question in the questionnaire will be compared with those of other questions within the

same instrument. A few questionnaires will be administered to select respondents before

the main study to assess whether they understood the questions correctly.

3.7 Data Collection Procedures

Data collection involves gathering information to validate or challenge specific

facts (Kombo et al., 2006). The researcher obtained the County Director of Education's

approval to conduct the research in the designated area. After randomly choosing the

schools, the researcher visited them to conduct the study. The researcher personally

administered the questionnaires to the participants. To ensure confidentiality regarding the

information provided, the researcher reassured them. The questionnaires were distributed

for the respondents to complete and collected immediately upon completion. This

approach enhanced the student's confidence that their teachers or school administration

would not use any information against them.

3.7 Data Analysis Techniques

The collected data was examined through basic statistical methods. The

questionnaires will be reviewed for completeness, accuracy of the information, and

consistency. They were assessed for errors and omissions, ensuring sufficient information,

32
readability, and appropriate responses. Data analysis was conducted using the Statistical

Package for Social Sciences software program. Qualitative data aimed to provide

clarification, explanations, and viewpoints that may not have been captured in the

questionnaires. The resulting information was then generated and displayed in graphs,

tables, and charts that reflected frequencies and percentages.

3.7 Ethical Consideration

The participants were asked for their permission prior to distributing the questionnaires.

The researcher guaranteed that the information provided in the questionnaires would

remain confidential. The details shared by the participants would only be utilised for

educational research purposes.

33
 CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATIONS

4.1 Introduction

The chapter also provides the major findings and results of the. The data is mainly

presented in frequency table.

4.2 Response Rate

The study targeted 60 Form Three students and their respective 6 secondary schools

in Mombasa County

Table 4. 1: Response Rate

No of questionnaires Frequency Percentage (%)

Issued 75 100

Returned 60 80
Not returned 13 25

However, 6 teachers and 60 Form Three (3) students responded and returned their

questionnaires contributing to 80 % response rate. According to Mugenda and

Mugenda (1999) a response rate of 50% is adequate for analysis and reporting; a rate

of 60% is good and a response rate of 70% and over is excellent; therefore, this

response rate was adequate for analysis and reporting.

4.3 Demographic Data of Students (Student Characteristics)

This section comprises the demographic information of the respondents including the

age and gender of the respondents.

34
4.3.1 Age of the Respondents

The findings on age by various age brackets of the respondents are presented in Table

4. 2.

Table 4. 2: Age of the Respondents

Frequency Percentage

10-12 years 0 0

13-15 years 0 0

16-18 years 56 93

19-21 years 3 6

21 years and above 1 1

Total 60 100

The results in Table indicates that, 93% of the respondents were between 16-18 years,

6% were between 19-21 years and 1% was 21 years. This is in line with the normal

expected age for Form Three (3) students.

4.3.3 Gender of students

The findings on the gender of the respondents are presented in Table 4. 3.

Table 4. 3: Gender of the Respondents
Frequency Percentage

Male 35 58

Female 25 42

Total 60 100

35
The analysis in Table 4.3 indicates that 58% of the respondents were male and 42 %

were female. This showed where there are more male students’ enrolments in

secondary schools than female students.

4.4 Demographic Characteristics of Teachers

Directors of study were asked to indicate their gender and the teaching experience in
terms of how they taught after college.
4.4.1 Gender of Teachers

The teachers were asked to indicate their gender and is shown in figure 4.1

Figure 4. 1:
Gender of the
respondents

From the findings, 48 % of the respondents were male and 52 % were female. This
shows that majority of the respondents were female as compared to their male
counterparts
4.4.2 Teaching experience of the Teachers

The teacher was asked to indicate their level of experience in terms of length of
service since leaving college. Table 4.2 summarizes the teaching experience of the
Director of studies

36
Table 4. 4: Teaching experience of the Directors of study

Experience Frequency Percentage

Less than 5 Years 0 0
5-10 2 33
10-15 4 67
Total 6 100

From the study it is revealed that 67% of the teachers had taught for 10-15 years and
while 33 had taught between 5-10 years.

4.5 Influence of Peer pressure on Prevalence of Drug and substance Abuse

among Students

4.5.1 factors contribute to use of alcohol and drugs among students

The research sought to factors contribute to use of alcohol and drugs among students.
The findings on the extent to which various factors influence students to abuse drugs
as expressed by students are indicated in Table 4.5.

Table 4. 5: Extent to which various factors influence students to abuse drugs

Factors Contributed a Moderately Did Not. Total

lot
F % F % F % F %
Stress 36 60 20 33 4 7 60

Frustration/ anxiety 28 47 18 30 20 33 60 100

Peer pressure 45 75 0 0 15 25 60 100

Boredom/loneliness 21 35 0 0 39 65 60 100

100
Need for social 32 53 10 17 18 30 60
acceptance 100

The findings show that, the 60 % respondents indicated that stress contribute to their
Contributed a lot to their use of alcohol and drugs, 33% stated moderately while 7 %
said it did not

37
 Further 47% respondents stated that Frustration/ anxiety contribute to their
Contributed a lot to their use of alcohol and drugs, 33% stated moderately while 7 %
said it did not

Also 75% respondents stated that Peer pressure contribute to their Contributed a lot to

their use of alcohol and drugs 17% stated moderately while 30 % said it did not

Finally, 53% respondents stated that need for social acceptance contribute to their

Contributed a lot to their use of alcohol and drugs, none stated moderately while 15 %

said it did not

Majority of teachers stated that s stated that Peer pressure contributed a lot to student

use of alcohol and drugs.

4.5.2 Peer Influence

The student was asked to state whether or not they used drugs because most of your
peers were using them. Their responses are shown in figure 4.2

Figure
4. 2:
Peer

Influence

38
 From the findings,52 % of the respondents agreed that they used drugs because most
of their peers said they stated otherwise.

4.5.3 Impression on drug and alcohol advertisement

The students were asked to indicate impression did had at first about alcohol drinking,
cigarette smoking another when they saw them being advertised in the media. Table
4.2 summarizes their responses

Table 4. 6: Impression of drug, cigarette and alcohol advertisement

Experience Frequency Percentage

I thought it was fun 10 17
I thought it was a great thing to do 20 33
I admired those who smoke/ drink 27 45
I thought drugs make one a 3 5
winner
Total 60 100

From the study it is revealed that 17% of the respondents stated that they the
advertisement to be fun,33% thought it to be fun,45% admired those who smoke or
drink while 5 % thought drugs make one a winner.
4.6. Influence of Parental Sources of income on Prevalence of Drug and
substance Abuse among Students

4.6.1 Parental Occupation

The student was asked to state whether or not they used drugs because most of your
peers were using them. Their responses are shown in figure 4.2

39
Figure 4. 3: Parent’s Occupation

The study findings showed that 17 % of the respondent’s stated parents

were employed,43% self-employed while 40 % were casuals.

According to teachers most parents are self-employed.

4.6.2 Whether at times student is asked by a family member to buy or prepare

some of these drugs

The respondents were asked to state the whether at times they asked by a family
member to buy or prepare some of these drugs. The results are shown table 4.7

Table 4. 7: Student being asked to buy some drugs by family member

Response Frequency Percentage

Yes 29 48
No 31 52
Total 60 100

From the findings,52 % of the respondents degreed that times they asked by a family
member to buy or prepare some of these drugs while 42 % agreed.

40
 4.6.3 Extra Money

The student was asked to state whether or not their parents give them extra money.
Their responses are shown in figure 4.2

Figure
4.
4:Peer

Influence

From the findings,55% of the respondents agreed that they are green extra money by
their parents while 45% said they stated otherwise
Most teachers agreed that parents give extra money to students for use

4.7 Influence of school location on Prevalence of Drug and substance Abuse

among Students

4.7.1 Location of School

The respondents were asked to state the location of their school. The results are
shown table 4.7

41
Table 4. 8: Location of School

Response Frequency Percentage

Urban 29 48
Rural 31 52
Total 60 100

From the findings 48% of the respondents said their schools are located in rural area

while 52% of the respondents said urban area.

From the responses of the teachers m0st schools are in rural areas.

4.7.2 Availability of Drugs

The students were asked to state whether drugs easily available to the students in your
school. The results area in table 4.9

Table 4. 9: Availability of students

Response Frequency Percentage

Yes 37 62
No 23 38
Total 60 100

The study findings showed that 62 % of the respondents stated that drugs are easily

available to studentswhile 38% disagreed

Teachers stated drugs are easily available to students.

4.7.3 Source of Drugs

The students asked to state where they get drugs from. The results area in figure 4.2

42
Figure 4. 5: Source of drugs

The study findings revealed that 60 % of the respondent’s students get drugs from
other students,35% from support staff while 5% from teachers.

Teachers stated students get drugs from other students.

4.8 Influence of School Administration on Prevalence of Drug and

Substance Abuse among Secondary School Students

4.8.1 Increase of Drug abuse among students

The students were asked to state whether there is an increase in drug abuse among
students the results are shown table 4.10

Table 4. 10: Increase in Drug abuse among students

Response Frequency Percentage

Yes 38 63
No 22 37
Total 60 100

From the findings 63% of the respondents stated that there is an increase in drug
abuse among students while 37 % said to the contrary

43
The teachers the respondents stated that there is an increase in drug abuse among
students

4.8.2 Why do students abuse drugs

The Reacher sought to find out why students abuse drugs. The information from the

in Table 4.11

Table 4. 11: Why do students abuse drugs

Frequency Percentage

Rebellion 15 25
School rules do not 10 `1
prohibit drug abuse 7
School administration is 26 4
relaxed 3
Students are more stressed 9 1
due to a wide curriculum 5
Total 6 100
0

The analysis on results indicates that all the indicate 25 % of respondents stated that
student abuse drug because of rebellion, 15 % said because School rules do not
prohibit drug abuse,43% said the school administration is relaxed while 15 % said
Students are more stressed due to a wide curriculum
Most teachers stated students abused drugs because the school administration is
relaxed.

4.8.3 Effectiveness of guidance and counselling

The students were asked to state whether guidance and counseling department

effective in dealing with drug abuse and the results are shown in table 4.12

44
Table 4. 12: Guidance and counseling department effective in dealing with drug abuse

Frequency Percentage

Yes 20 33
No 40 67

Total 60 100

The analysis indicates that, majority 67 % of the respondents kept disagreed that

guidance and counseling department is effective in dealing with drug abuse

From the findings majority of teachers stated that guidance and counseling department

is ineffective in dealing with drug abuse

45
 CHAPTER FIVE

SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The chapter summarizes the findings from chapter four and presents the conclusions and

recommendations derived from the study's objectives.

5.2 Summary

5.2.1 Influence of Peer pressure on Prevalence of Drug and substance Abuse

among Students

The results indicate that 60% of participants believe that stress significantly

influences their consumption of alcohol and drugs, with 33% reporting a moderate

impact and 7% stating there is no influence. Additionally, 47% of respondents

indicated that frustration or anxiety greatly affects their use of alcohol and drugs,

while 33% perceived a moderate influence and 7% denied any impact. Furthermore,

75% of those surveyed felt that peer pressure plays a significant role in their alcohol

and drug usage, 17% viewed it as a moderate factor, and 30% disagreed with the

notion. Lastly, 53% of participants acknowledged that their desire for social

acceptance strongly contributes to their alcohol and drug consumption, with none

citing a moderate influence and 15% saying it does not affect them at all. A majority

of teachers noted that peer pressure is a significant contributor, as 53% of respondents

confirmed they used drugs because their peers encouraged them otherwise. The study

also revealed that 17% of respondents found the advertisements entertaining, 33%

considered them fun, 45% admired individuals who smoke or drink, and 5% believed

that drug use made someone a winner

46
 5.2.3 Influence of school location on Prevalence of Drug and substance Abuse

among Students

The analysis of the results reveals that 25% of respondents believe students use drugs as a

form of rebellion, while 15% attribute it to the absence of prohibitive school rules against

drug abuse. Additionally, 43% of respondents feel that the school administration is lenient,

and 15% think that students face increased stress due to a demanding curriculum. The

majority of teachers indicated that student drug abuse is primarily a result of the relaxed

attitude of the school administration.

The study's findings indicate that 17% of parents are employed, 43% are self-employed, and

40% work in casual jobs. Based on teacher observations, most parents are categorized as self-

employed. Furthermore, 55% of respondents reported receiving extra money from their

parents, while 45% indicated they did not. Most teachers concur that parents provide

additional funds for students.

5.2.4Influence of school location on Prevalence of Drug and substance Abuse among

Students

Based on the findings, 48% of participants indicated that their schools are situated in

rural areas, while 52% reported urban locations. The research results demonstrated

that 62% of the participants claimed that drugs are readily accessible to students,

whereas 38% disagreed with this statement. The findings indicated that 60% of

respondents mentioned that students obtain drugs from their peers, 35% from staff

members, and 5% from teachers. Teachers noted that students acquire drugs primarily

from other students.

5.2.5 Influence of School Administration on Prevalence of Drug and

Substance Abuse among Secondary School Students

According to the results, 48% of the respondents stated that their schools are located

in rural regions, while 52% indicated that their schools are in urban areas. The study
47
 results revealed that 62% of participants felt that drugs are easily accessible to

students, while 38% disagreed. The findings showed that 60% of those surveyed

reported that students get drugs from their peers, 35% from school staff, and 5% from

teachers. Teachers mentioned that students primarily acquire drugs from other

students.

5.3 Conclusions

Based on the results, it can be concluded that stress, frustration, anxiety, peer pressure, and the

need for social acceptance significantly contribute to students' alcohol and drug use, with peer pressure

being the most significant factor. The study also found that a majority of students indicated that

advertisements lead them to admire individuals who smoke or drink, while 5% believe that drugs confer

a sense of superiority. Students tend to misuse drugs partly because the school's administration has a lax

approach. It is also evident that most parents are employed, and students receive extra money from their

parents while drugs are readily accessible to them. Students obtain drugs primarily from their peers,

with 35% sourcing them from support staff and 5% from teachers. Furthermore, it is concluded that

there is a rising trend in drug abuse among students, and this issue is exacerbated by the school

environment. Lastly, the guidance and counseling department has proven to be ineffective in addressing

drug abuse problems.

5.4 Recommendations

The research suggests that all educational institutions should establish guidance and counseling offices staffed by

professionals to support students dealing with drug abuse. This initiative will provide a confidential space for

students to discuss their emotional issues, which may otherwise lead them to resort to drug use. Furthermore,

school principals should regularly invite experts to address students about the risks associated with drug abuse.

Additionally, parents and educators should discourage students from consuming alcohol, as it is the most

commonly abused substance in schools. Stringent regulations should be enforced for those caught selling drugs.
48
Parents also need to limit the amount of money they give their children; if they do provide money, it should be

directed towards positive activities. The fact that some students have access to substantial funds encourages them

to purchase drugs.

Parents and teachers ought to keep an eye on the friends that students associate with to ensure they avoid

engaging with peers, whether students or not, who misuse drugs. Educators should model positive behavior for

students, refraining from attending school while under the influence of alcohol or other drugs in front of them.

5.5 Suggestions for Further Research

A comparable study could be conducted in different counties in kenya to determine if the same outcomes will be

observed, enabling the generalization of the findings.

49
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 APPENDICIES

Appendix 1: Questionnaire for Students

This questionnaire is aimed at collecting data on the causes and effects of drug and
substance abuse among secondary school students. The information you provide will
be treated in utmost confidence and only for academic purposes. Please respond to all
items as honestly as possible.
.
1. What is your age?
2. Sex (gender)?
Male ( ) Female ( )

Part A :Influence of Peer pressure on Prevalence of Drug and substance Abuse

among Students
1. How much did the following contribute to use of alcohol and other drugs?
Factors Contributed a lot Moderately Did Not.
Stress
Frustration/ anxiety
Peer Pressure
Boredom/loneliness
Need for
social
acceptance
Relatives’ use of
drugs

2. Did you start using any of the following drugs because most of your peers were
using them?
Yes ()
No. ( )
3. What impression did you form at first about alcohol drinking, cigarette smoking
another when you saw them being advertised in the media?
I thought it was fun ( )
I thought it was a great thing to do( )
I admired those who smoke/ drink ( )
I thought drugs make one a winner ( )
Others (specify)
Part B :Influence of Parental Sources of income on Prevalence of Drug and
substance Abuse among Students
1. What does your parent do for a living?
Employed( ) Self-employed( ) Casual( )
2. Do your parents give you extra money for use
Yes ( ) No ( )
2.Are you at times asked by a family member to buy or prepare some of these drugs?
Yes ( ) No ( )

56
Part C :Influence of Location of Schools on Prevalence of Drug and Substance
Abuse among Secondary School Students
1. Where is your school
locates Urban ( )
Rural ( )
2. Are drugs easily available to the students in your school?
Yes ( ) No ( )

3. If yes, where do they get them from?

Other students ()
Support staff ( )
Teachers ( )
Other (specify)

Part D:Influence of School Administration on Prevalence of Drug and Substance

Abuse among Secondary School Students
1. Since you joined this school, do you think there is an increase in drug abuse among
students?
Yes ( ) No ( )
2. In your opinion why do students abuse drugs? (

Rebellion ( )
School rules do not prohibit drug abuse ( )
School administration is relaxed ( )
Students are more stressed due to a wide curriculum ( )
3. .Is guidance and counseling department effective in dealing with drug abuse?
Yes ( ) No ( )

Thank you for your cooperation

57
Appendix 2: Questionnaire for teachers

This questionnaire is aimed at collecting data on the causes and effects of drug and
substance abuse among secondary school students. The information you provide will
be treated in utmost confidence and only for academic purposes. Please respond to all
items as honestly as possible.
Thank for your cooperation.

Please tick as appropriate

Part A

1. What is your Gender

Male ( )

Female ( )

2. How long have you been a teacher in this school?

Less than 5 years ( )

5-10 years ( )

10-15 years ()

Other (specify)

Part B :Influence of Peer pressure on Prevalence of Drug and substance Abuse

among Students
1. How much did the following contribute to students use of alcohol and other drugs?

Factors Contributed a lot Moderately Did Not.

Stress

Frustration/ anxiety

Peer pressure

Boredom/loneliness

Need for
social
acceptance

58
Part B: Influence of sources of income on Prevalence of Drug and substance
Abuse among Students
1. What does most student’s parent do for a living?
Employed( ) Self-employed( ) Casual

2. Do your parents give students extra money for use

Yes ( ) No ( )

Part D:Influence of school location on Prevalence of Drug and substance Abuse

among Students
1.Where is your school located

Urban ( )

Rural ( )

3. Are drugs easily available to the students in your school?

Yes ( ) No ( )

If yes, where do they get them from?

Other students ()

Support staff ( )

Teachers ( )

Other (specify)

Part D:Influence of school administration on Prevalence of Drug and substance

Abuse among Students

1. Since you joined this school, do you think there is an increase in drug abuse among
students?

Yes ( ) No ( )

2. In your opinion why do students abuse drugs? (

Rebellion ( )
School rules do not prohibit drug abuse ( )
School administration is relaxed ( )
Students are more stressed due to a wide curriculum ( )
3. .Is guidance and counseling department effective in dealing with drug abuse?

Yes ( ) No ( )

59
Thank you for your cooperation

60