The Interplay of Drug and Substance Abuse, on Academic Performance Among Secondary School Pupils in Zimbabwe: A Syndemic Analysis

Mercy Kurebwa & Raphinos Chabaya
Zimbabwe Open University
Email: kurebwam@zou.ac.zw/ mtkurebwa@gmail.com/ chabayar@zou.ac.zw

Abstract: This qualitative study applies a syndemic theoretical framework to examine the complex relationship between drug and substance abuse and academic performance among secondary school pupils in Zimbabwe. Drawing from Bronfenbrenner’s Social Ecological Model, the research investigates how substance abuse, economic instability, and educational disruptions collectively influence academic achievement in the country. Thirty participants aged 15-19 from schools in Gweru and Masvingo were purposefully selected using criterion sampling. Data was generated through semi-structured interviews and focus group discussions. The analysis revealed intricate syndemic interactions across individual, interpersonal, and societal levels, involving economic challenges, substance use as a coping mechanism, cognitive decline, HIV-related stigma, depression, and classroom disengagement. The study highlighted the lack of institutional support for students facing these issues and gaps in policy implementation despite the presence of the National Drug Policy 2022 in Zimbabwe. The study underscored the adverse effects of drug and substance abuse on academic performance and dropout rates among students. Recommendations focus on interventions tailored to combat drug and substance abuse, including school-based programmes integrating opioid agonist therapy, peer-led education on drug substance use, conditional economic support tied to school attendance, and policy reforms addressing the root causes of substance abuse. By applying these strategies within the context of the syndemic framework, the research offers practical solutions for schools to tackle the challenges posed by drug and substance abuse, ultimately leading to enhanced academic outcomes for youth.