Understanding adolescent substance abuse in a Northern Cape township: Educators’ experiences and perceptions

Abstract

Background: Learner substance abuse is a global public health concern contributing to preventable injuries, poor academic performance, and increased dropout rates. Addressing it in schools is crucial for improving both educational and health outcomes.
Aim: This study explores high school educators’ perceptions and experiences of learner substance abuse.
Setting: The study was conducted in six high schools in Galeshewe Township, Northern Cape province.
Methods: A qualitative, exploratory and descriptive approach was employed. Sixteen Life Orientation (LO) educators were purposively sampled for in-depth interviews. Data were collected using a semi-structured guide until saturation. Trustworthiness was ensured through credibility, dependability, transferability, and confirmability. Thematic analysis followed Braun and Clarke’s six-step process, with transcription via Microsoft Word and Excel.
Results: Four themes emerged: factors driving learner substance abuse, educational disruptions, educator training and support, and intervention strategies. Educators reported substance abuse as common both in school and off-premises especially among older boys. They also observed an increasing trend among younger learners and girls. It was linked to disruptive behaviour affecting teaching and learning. Educators felt unprepared to manage these issues and criticised the LO curriculum’s limitations.
Conclusion: Educators emphasised the need for specialised training programmes to equip them with skills to manage learners involved in substance abuse. They also called for greater support from leadership in the Department of Education.
Contribution: The study’s findings highlight the challenges of learner substance abuse in the Northern Cape and provide context-specific interventions that can be used to inform policy that addresses substance abuse in schools.