International Journal of Sub-Saharan African Research (IJSSAR)

Background: Drug and substance abuse among university students is a major public health and educational concern, with adverse physical, psychological, social, and academic consequences. Although students may be aware of these risks, knowledge alone may not translate into preventive behaviour or effective peer intervention. Health education can therefore play an important role in promoting awareness, shaping attitudes, and encouraging preventive practices.
Objective: To examine the role of health education in disseminating information about the dangers of drug and substance abuse among undergraduates of Nnamdi Azikiwe University, Awka (UNIZIK).
Method: The study adopted a survey research design involving a population of 30,917 undergraduates at UNIZIK. A sample of 390 respondents was selected through multistage sampling across faculties, departments, and academic levels. Data were collected using a structured questionnaire containing open- and closed-ended items. All 390 distributed questionnaires were retrieved, yielding a 100% response rate. Data were analysed using frequencies and percentages. Results: The findings indicated high awareness of the physical, psychological, social, and academic consequences of drug and substance abuse among the respondents. Health education was perceived to positively influence students’ attitudes towards prevention and discourage substance use. Health talks, seminars, workshops, peer education, social media messages, posters, and campus campaigns were identified as useful communication strategies. However, some students expressed reluctance to discourage friends and peers from substance use, highlighting the need to strengthen peer-support systems, counselling, and interpersonal communication skills.
Conclusion: Health education is an important strategy for raising awareness, promoting preventive attitudes, and addressing drug and substance abuse among UNIZIK undergraduates. However, awareness and perceived self-efficacy do not necessarily translate into the confidence or willingness to intervene when peers engage in substance use.
Unique Contribution: The study provides context-specific insights into students’ perceptions of conventional, peer-led, and multimedia health education strategies for drug and substance abuse prevention. It also highlights the gap between individual awareness and willingness to support peers in avoiding substance use.
Key Recommendation: UNIZIK should institutionalise integrated drug and substance abuse prevention programmes involving regular seminars, peer education, social media campaigns, posters, counselling, confidential referral mechanisms, and student-led drug prevention clubs. These programmes should incorporate practical training in refusal skills, interpersonal communication, stress management, and peer support.