School Based Prevention Programs and Substance Abuse Reduction of Teenagers in Public Secondary Schools in Muhanga District, Rwanda

Abstract

Substance abuse among teenagers has become a pressing global concern, with significant health, social, and academic consequences. Worldwide, school aged adolescents increasingly engage in the use of substances such as alcohol, cannabis, tobacco, and other illicit drugs, leading to adverse health outcomes and impaired educational attainment. The purpose of this study was to analyse the influence of school based prevention programs on substance abuse reduction among teenagers in public secondary schools in Muhanga District, Rwanda. The study was guided by four specific objectives: to assess the effect of psychological interventions, to examine the contribution of psycho education programs, to determine the influence of community based interventions, and to evaluate the effectiveness of referral interventions in reducing substance abuse. The study was anchored in Social Learning Theory and the Social Development Model, employing a mixed method that is descriptive and correlational research design. From 210 sampled respondents, for data collection only 203 questionnaires were returned while other 7 missed, therefore throughout the research, the researcher recorded the answers of only 203 respondents. Data were collected using questionnaires (for teenage mothers and teachers) and interview guides (for head teachers and parents). Sampling techniques included simple random sampling for teenage mothers and parents, and purposive sampling for teachers and head teachers. Data were analysed using IBM SPSS 22.0, with results presented through descriptive statistics, correlations, regression models, and thematic analysis of interviews. Key findings revealed that psychological interventions (counselling, guidance, resilience building) had a strong positive effect on reducing substance abuse (r = 0.812, R² = 0.659). Psycho education programs (health clubs, peer pressure resistance training, debates) were the most influential, explaining 71.6 % of the variation in substance abuse reduction (r = 0.846, R² = 0.716). Community based interventions (parental involvement, religious institutions, role models, school community partnerships) also showed a significant impact (r = 0.794, R² = 0.631). Referral interventions (teacher training, parental notification, rehabilitation referrals) were moderately effective (r = 0.721, R² = 0.520), with challenges noted in accessibility and stigma. Interview results from head teachers and parents reinforced these findings, emphasizing the importance of counselling, psycho education, family school collaboration, and parental involvement in referrals.