Strategies to mitigate substance use amongst learners of rural secondary schools in Collins Chabane Municipality, Limpopo Province: Participatory Rural Action Approach

Abstract

Background: Substance use is a global public health concern with profound effects on the health, safety, and socio-economic well-being of societies. In South Africa, the increasing use of substances among secondary school learners undermines teaching and learning, fuels school-based violence, and compromises the overall functioning of school environments. Purpose: This study aimed to develop strategies to mitigate substance use among learners in selected secondary schools in Collins Chabane Municipality, Limpopo Province. Methods: A qualitative Participatory Rural Action Approach was used, employing an exploratory, descriptive, and contextual design. Guided by the Roy Adaptation Biopsychosocial Model, the study was conducted in multiple phases. Phase one involved a situational analysis in two community-identified problematic secondary schools. Purposive sampling was used to select 32 learners. Data were generated through semi-structured interviews and focus group discussions, supported by audio recordings. A pre-test was conducted with one focus group per school, comprising learners who met the pre-test criteria and were not part of the study. Data were analysed using Tesch’s open-coding method. Phase two focused on developing and validating mitigation strategies using BOEM and SWOT analyses. Phase two involved further refinement of strategies guided by Dickoff, James, and Wiedenbach’s practice theory, and validation through Chinn and Kramer’s criteria. Results: Three major themes emerged: (1) Learner experiences of substance use, including disruptive behaviour, mental health challenges (anxiety, depression, trauma), poor academic performance, and damaged interpersonal relationships; (2) Factors contributing to substance use, with learners citing peer pressure, curiosity, family conflict, poverty, academic stress, parental separation, and psychological distress as key drivers; and (3) Strategies to mitigate substance use, such as strengthening adaptive coping mechanisms, enhancing positive learner identity, increasing counselling and awareness programmes, improving school resources (sports, libraries, computer labs), and strengthening community, parental, and school collaboration. The findings revealed that learners often used substances as a maladaptive coping mechanism, with many attributing their behaviour to external stressors and demonstrating low self-efficacy. Substance use disrupted academic progression, contributed to violence and delinquency, and strained relationships at home and at school. Conclusion: Substance use among rural secondary school learners is driven by complex social, psychological, and environmental factors. The developed strategies, which focus on counselling, school-based programmes, community support, strengthening coping skills, and promoting a positive identity, have the potential to reduce learner vulnerability and foster safer, more supportive learning environments. A multisectoral approach involving schools, parents, communities, and government stakeholders is critical to sustainably addressing learner substance use.