Assessment of Punitive Measures Mounted Against Drug Abuse in Public Secondary Schools in Calabar South Local Government Area, Cross River State
Abstract
This study was on assessment of punitive measures mounted against drug abuse in public secondary schools in Calabar south local government area, cross river state. Three objectives were raised which included: To conduct a comprehensive survey to ascertain the prevalence and patterns of drug abuse among students in public secondary schools within Calabar South LGA, to assess the efficacy of punitive measures such as suspension, expulsion, and involvement of law enforcement agencies in deterring drug abuse and promoting a drug-free environment in schools and to investigate how punitive measures related to drug abuse influence the overall school climate, including student-teacher relationships, perceptions of safety, and the learning environment. A total of 77 responses were received and validated from the enrolled participants where all respondents were selected secondary schools in Calabar. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
Background of the study
Assessing punitive measures mounted against drug abuse in public secondary schools involves examining various strategies employed to deter substance abuse among students, as well as evaluating their effectiveness and implications. Punitive measures typically encompass disciplinary actions, legal consequences, and educational interventions aimed at preventing drug-related incidents and promoting a drug-free environment within schools.
Punitive measures often include disciplinary actions such as suspension or expulsion for students found using or possessing drugs on school premises. These actions are intended to enforce consequences for violating school policies and to deter others from engaging in similar behavior. However, critics argue that punitive measures alone may not address the root causes of substance abuse and could exacerbate issues like dropout rates and alienation from education systems (Moberg et al., 2018).
In some cases, schools may involve law enforcement agencies, leading to legal repercussions for students involved in drug-related incidents. This approach aims to enforce the law and send a message about the seriousness of drug offenses. However, research suggests that relying solely on law enforcement may disproportionately affect minority and low-income students and contribute to the “school-to-prison pipeline” phenomenon (American Civil Liberties Union [ACLU], 2016).
Schools may implement educational programs and interventions to prevent drug abuse and provide support for affected students. These initiatives often include drug education classes, counseling services, and peer support groups aimed at raising awareness, providing information on the dangers of substance abuse, and offering alternatives to drug use (National Institute on Drug Abuse [NIDA], 2018). While these interventions have shown promise in promoting positive behavior change, their effectiveness may vary depending on factors such as program quality and student engagement (Durlak et al., 2011).
Assessing the effectiveness of punitive measures mounted against drug abuse in public secondary schools requires considering various factors, including the prevalence of substance abuse, changes in disciplinary incidents, and students’ perceptions of school safety and support systems. While punitive measures may deter some students from engaging in drug-related behavior, they may also have unintended consequences such as stigmatization, disengagement from school, and increased resistance to authority (Perry & Morris, 2014). Additionally, punitive approaches may overlook underlying issues such as mental health disorders, trauma, and socio-economic disparities contributing to substance abuse among students (Curtis et al., 2020).
The assessment of punitive measures mounted against drug abuse in public secondary schools necessitates a comprehensive approach that considers not only the immediate consequences of disciplinary actions but also the long-term implications for students’ well-being and educational outcomes. Balancing deterrence with prevention, intervention, and support services is crucial for addressing substance abuse effectively while fostering a safe and supportive learning environment for all students.
Statement of the problem
In Calabar South Local Government Area, Cross River State, Nigeria, the issue of drug abuse among students in public secondary schools has become a significant concern. While punitive measures are often implemented to deter drug abuse, there is a need to assess the effectiveness and implications of these measures within this specific context.
There is a lack of comprehensive data on the prevalence of drug abuse among students in public secondary schools within Calabar South LGA. Understanding the extent and nature of substance abuse is crucial for developing targeted interventions.
Although punitive measures such as suspension, expulsion, and involvement of law enforcement agencies are commonly used to address drug abuse, their effectiveness in deterring substance use and promoting a drug-free environment needs evaluation. It is essential to assess whether these measures lead to meaningful behavior change or exacerbate existing challenges.
Punitive measures may influence the overall school climate, including student-teacher relationships, perceptions of safety, and the learning environment. There is a need to examine how disciplinary actions related to drug abuse affect school culture and students’ attitudes towards authority and education.
There are concerns regarding the equitable application of punitive measures, particularly concerning potential biases based on socio-economic status, ethnicity, or other demographic factors. Investigating disparities in disciplinary actions and their consequences is essential to ensure fairness and address systemic inequalities.
Alongside punitive measures, educational interventions and support services are essential for addressing the root causes of substance abuse and supporting affected students. Evaluating the availability and effectiveness of counseling, rehabilitation, and prevention programs is crucial for determining their impact on reducing drug-related incidents and promoting student well-being.
Objective of the study
- To conduct a comprehensive survey to ascertain the prevalence and patterns of drug abuse among students in public secondary schools within Calabar South LGA.
- To assess the efficacy of punitive measures such as suspension, expulsion, and involvement of law enforcement agencies in deterring drug abuse and promoting a drug-free environment in schools.
- To investigate how punitive measures related to drug abuse influence the overall school climate, including student-teacher relationships, perceptions of safety, and the learning environment.
Research Hypotheses
H1: there is no efficacy of punitive measures such as suspension, expulsion, and involvement of law enforcement agencies in deterring drug abuse and promoting a drug-free environment in schools
H2: there is no comprehensive survey to ascertain the prevalence and patterns of drug abuse among students in public secondary schools within Calabar South LGA.
Significance of the study
The assessment of punitive measures mounted against drug abuse in public secondary schools within Calabar South Local Government Area, Cross River State, Nigeria, holds several significant implications:
The findings of this study will provide valuable insights into the effectiveness of current punitive measures and support services in addressing drug abuse among students. Policymakers, school administrators, and relevant stakeholders can use this information to refine existing policies and practices and develop evidence-based strategies for preventing substance abuse and promoting a safer learning environment.
By examining the impact of punitive measures on school climate and student well-being, this study can contribute to efforts aimed at creating safer, more supportive, and inclusive school environments. Understanding how disciplinary actions influence student-teacher relationships, perceptions of safety, and overall school culture is essential for fostering positive learning experiences and academic success.
Investigating potential biases in the application of punitive measures based on socio-economic status, ethnicity, or other demographic factors is crucial for promoting equity and social justice within educational settings. The study findings can inform interventions to mitigate disparities and ensure fair and equitable treatment of all students, regardless of background.
Scope of the study
The scope of the study covers assessment of punitive measures mounted against drug abuse in public secondary schools. The study will be limited Calabar south local government area, Cross River State.
Limitation of the study
While the assessment of punitive measures mounted against drug abuse in public secondary schools within Calabar South Local Government Area, Cross River State, Nigeria, aims to provide valuable insights and recommendations, it is important to acknowledge certain limitations that may affect the scope and generalizability of the findings:
- Sampling Bias: The study’s findings may be influenced by the characteristics of the sample population, including school size, location, and socio-economic status. As such, the results may not fully represent the diversity of public secondary schools within Calabar South LGA or other regions with different demographic profiles.
- Data Collection Challenges: The collection of data on sensitive topics such as drug abuse may be subject to underreporting or social desirability bias, where participants provide responses they perceive as socially acceptable rather than reflecting their true behaviors or experiences. This could impact the accuracy and reliability of the findings.
- Time and Resource Constraints: Constraints such as time, budget, and access to resources may limit the scope and depth of the study. For example, a limited timeframe for data collection or a lack of funding for comprehensive research activities may restrict the study’s ability to explore certain aspects of the topic in detail.
Definition
- Punitive Measures: These refer to disciplinary actions or penalties imposed as consequences for violating rules or policies. In the context of this study, punitive measures specifically pertain to actions taken by schools or authorities in response to instances of drug abuse among students.
- Drug Abuse: Drug abuse is the misuse or excessive use of drugs, including illegal substances as well as prescription medications, leading to negative consequences such as physical or psychological harm, impaired functioning, and social problems. In the context of this study, drug abuse specifically refers to the use of illicit drugs or misuse of legal drugs among students in public secondary schools.
- Public Secondary Schools: These are educational institutions that provide secondary-level education and are funded and operated by government or public entities. In the context of this study, public secondary schools specifically refer to schools within Calabar South Local Government Area, Cross River State, Nigeria, which are accessible to students from the general public.
- Calabar South Local Government Area: This is a specific administrative region within Cross River State, Nigeria, encompassing urban and rural areas and comprising various communities and neighborhoods. In the context of this study, Calabar South Local Government Area serves as the geographical focus for examining drug abuse and punitive measures in public secondary schools.
- Effectiveness: Effectiveness refers to the degree to which a particular intervention, policy, or approach achieves its intended goals or objectives. In the context of this study, effectiveness pertains to the ability of punitive measures and support services to deter drug abuse, promote a drug-free environment, and support student well-being within public secondary schools.
- Support Services: Support services encompass a range of interventions, programs, and resources designed to address the needs of individuals affected by drug abuse or other challenges. In the context of this study, support services include counseling, rehabilitation, prevention programs, and other initiatives aimed at assisting students in overcoming substance abuse and related issues.
References
- Masiye, I. (2016). Drug and Alcohol Abuse Prevention Education in Selected Secondary Schools in Zambia (Doctorate degree in Educational Psychology). Lusaka, UNZA
- Ministry of Education, (1996) Educating Our Future: Policy on Education. Government Printers, Lusaka: Zambia.
- MoGE, (2013). Senior Secondary School Civic Education Curriculum, Lusaka: Curriculum Development Centre.
- Nyambe, B. (1979). “Education Concerning Problems Associated with the Use of Drugs in Zambia, Kenya, United Kingdom and Switzerland.” A Report, UNESCO/UNFDAC Fellowship Programme, Lusaka, 13 August to 22 November, Mimeographed
- United Nations, Department of Economic and Social Affairs, Population Division, World Population Prospects database, 2017 revision.
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