by CHAPTER ONE
INTRODUCTION
Background to the Study
Drugs abuse by the young especially adolescents aged 11 to 19 has been on the increase to the extent it has been labeled a global epidemic by the world health organization (WHO) with far reaching adverse effects on both the individual and society at large (Owoaje and Bello, 2017). Drugs abuse is an intricate behavior seen to be most prevalent amongst young people across the world (Anyanwu, 2016). One of the most imperative risk taking behaviours among adolescents and young adults in secondary schools comprises of the use of alcohol, tobacco, and other substances (Umukoro et al., 2020). Drug abuse refers to the harmful or hazardous use of psychoactive substances, which when ingested affect mental functions. These substances may include alcohol, tobacco, hallucinogens (alpha-methyltryptamine, ketamine, phencyclidine, D-lysergic acid) and illicit drugs (cocaine, heroin, marijuana, rohypnol) (WHO, 2014). Substance abuse has also been considered as a major contributor to suicide, homicide, poisoning, sexual assault and the spread of infectious disease among youth around the world (Salas-Wright, 2017).
Drug abuse is defined as any use of drugs for non-medical purposes almost always for altering consciousness. Drug abuse denotes substances that change the mental or physical state of a person and that may be used repeatedly for that effect leading to abnormality (Matowo, 2013). “Enjoyment and Curiosity” were found to have the major influence in their decision to use a substance (Tsering, Pal, & Dasgupta, 2010).
Drug abuse is found in rural and urban areas, among poor and the rich, among the men and women, among young or old. But it is most overwhelmingly practiced by young boys and girls especially in secondary schools and higher institutions. Addiction has become really a curse upon human beings.
Drug abuse affects not only the drug addicts but also others directly or indirectly. For common people, it is a weakness of character. A moral theologian may see it as a matter of vice while as sociologists see it as a social problem. Drug abuse is considered sin by religious people and as a crime by law enforcement groups (Possi, 2018). The World Health Organization estimates that the world’s overall use of substances consists of two (2) billion alcohol users, 1.3 billion cigarettes and 185 million other drug users ( Kingsbury et al., 2016).
Numerous bad habits often start during adolescence and pose significant challenges to public health, as its consequences are cumulative, leading to expensive socioeconomic, physical, and mental health issues, unsafe
drug use has a significant impact on people, families, and neighborhoods. Secondary school is the teenage phase that is known as the period of initiation of habits and circumstances that influence not only health restricted to that time, but also contribute to adult disorders. During adolescence, unhealthy habits such as smoking, drinking and illegal drug use often start; they are closely associated with increased morbidity and mortality and pose major public health challenges (Tan et al., 2017).
Many educators recognize that drug abuse among students are significant barriers to the achievement of educational objectives. Furthermore, federal and state agencies and local school area frequently mandate that schools provide health education classes to students, including content on drug abuse. The Safe and Drug-Free Schools Program is a comprehensive federal initiative funded by the U.S. Department of Education, which is designed to strengthen programs that prevent the use of alcohol, tobacco, drugs, and violence in and around the nation’s schools (Botvin, 2010). In order to receive federal funding under this program, school districts are expected to develop a comprehensive education and prevention plan, which involves students, teachers, parents, and other members of the society. Thus it is clear that schools have become the major focus of drug abuse education and prevention activities for youth. This makes sense from a practical standpoint because schools offer efficient access to large numbers of youth during the years that they typically begin to use drugs and alcohol (Hansen, 2012).
Drug abuse can trigger health, conduct, family, job, money and law-related problems. Scientific research shows that drug-dependent people fall ill more often than non-users. Their nutrition is very low, making them more vulnerable to infection. Stomach disorders, inflammation of the throat and lungs due to smoking, swelling of the nasal cavities due to sniffing and damage to blood vessels and widespread infection due to injections are some of the health problems. Drug use is also accompanied with emotional and mental issues, which in turn cause conflicts and disagreements within families, at work and between friends (Jalilian et al., 2015).
Among these are decisions regarding the role that alcohol and other drugs will have in someone’s life. Odejide (2010) warned that drug abusers who exhibit symptoms of stress, anxiety, depression, behavior changes, fatigue and loss or increase in appetite should be treated by medical experts and counsellors to save them from deadly diseases. The alarming proof in the numbers of drug abuse, the effect and implications of drug abuse among students has called for all the professions to help to develop policies that equip young people with living abilities that they do not abuse drug or substances.
School based prevention programs are initiatives implemented into school settings that aim to increase children’s academic success and reduce high-risk problem behaviors.
Schools may adopt a variety of alternatives to drug testing to address the issue of drug abuse, including offering after-school programs, incorporating life-skills training into drug education curricula, helping parents become better informed, providing counseling, identifying problem behaviors for early intervention, and promptly referring students to health care professionals for assessment and intervention. School-based health centers should have the capacity to counsel students who are in need of such treatment plans and connect students to available community resources. Schools are appropriate settings for drug prevention programs for 3 reasons: (1) prevention must focus on children before their beliefs and expectations about drug abuse are established; (2) schools offer the most systematic way of reaching young people; and (3) schools can promote a broad spectrum of drug-related educational policies Faggiano, Vigna-Taglianti, Versino, Zambon, Borraccino, & Lemma (2015). Resources for the preparation of teachers, counselors, and other school personnel may be a valuable adjunct.
Statement of the Problem
Drug abuse is a general problem in Nigeria today especially in areas where there is no adequate supervision i.e. monitoring of students and effective usage of punishment for deviant behaviours. Recently NDLEA officials reported cases of junior secondary school students in possession of Indian Hemp.
Ekiti state has experienced rapid growth of population in recent years, the increasing demand for education has led to more secondary schools being formed. Due to the rapid development, drug use has become common among students in school and home environment and is even affecting their performances in class. Despite the worldwide concern and education about the dangers of drug abuse, most of the students have limited knowledge of how dangerous the habit is (Ngesu, 2008). Many students have dropped out of school and others opted to engage in criminal activities thus endangering the lives of the people living society. The young generation no longer has role models since most of the young Adults are unemployed and under the influence of this drugs.
