Exploring effectiveness of peer counselling in mitigating drug and substance abuse in Zimbabwean secondary schools: rural learners’ perspective
List of Authors
  • Chidarikire, Munyraradzi , Chikuvadze, Pinias , Mbawuya, Kudzai D.

Keyword
  • Alleviating, drug and substance abuse, learners; peer counselling strategy, and rural secondary school

Abstract
  • In rural secondary schools in Zimbabwe, there has been an increase in the number of learners involved in drug and substance abuse. In response, numerous measures among them guidance and counselling have been put in place to mitigate learners against abusing drugs and substances. It is in this context that this study sought to gain insight into the effectiveness of peer counselling strategy as a homegrown remedy to the reduction of drug and substance abuse by rural secondary school learners. It is in this context that the data generation was guided by the qualitative approach. Twenty rural secondary school learners and six stakeholders from different sectors communities who are involved in guidance and counselling initiatives were purposively sampled. Data generated through document analysis and in-depth interviews were analysed according to emerging themes. Findings revealed that in some cases both rural female and male learners are involved in drug and substance abuse as in their interactions they influence each other. Consequently, drug and substance abuse in these rural secondary schools cannot be regarded as a ‘boys’ hazard. Therefore, this called for the need to empower learners in these rural schools through the engagement of all stakeholders in the formulation of the peer counselling strategy. It is against this background that it can be concluded that to a larger extent peer counselling can be an effective strategy in alleviating drug and substance abuse amongst learners in Zimbabwean rural secondary schools. Therefore the following recommendation was made: in rural secondary schools coaching of all stakeholders on the implementation of peer counselling as an instrument to ease off learners' engagement in anti-social conducts should be strengthened.

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