PC2111: Impact of an Education Intervention on Knowledge of 6th Graders Concerning Drug and Substance Use at Two Primary Schools in Zimbabwe: A Quasi-experimental Study

Background: Drug and substance use among adolescents in Zimbabwe especially the use of misuse non-drug items and everyday household substances to get high is on the increase. School-based health education is an appropriate approach for improving students’ knowledge regarding substance use in an attempt to prevent or reduce such problems. The purpose of the study was to examine the effect of an educational intervention for high school students to improve their knowledge for drug and substance use and its negative consequences aimed at preventing and delaying initiation into drug and substance use.

Methods: A quasi-experimental (one group; pre, and post-test) design was carried out among 6th graders students participating in the Drug and substance abuse prevention program (DASS – Funded by AAP) at two primary schools in Gweru high density areas from June – December 2022. All the 518 6th graders from both schools filled in the self-administered questionnaire assessing knowledge of various aspects of drug and substance abuse as well as consequences. A structured teaching program for imparting knowledge on various aspects of substance use was developed based on extensive review of literature and experts’ opinion. The intervention program consisted of a series of six education modules over a period of six weeks. These modules were mainly taught in class by the students` teachers who had gone through training. SPSS version 21 was used for data entry and analysis. Data was analysed through descriptive and inferential statistics.

Results: Out of 518 students who participated in the program, a total of 419 questionnaires were analysed that is completed a pre and post-intervention survey. Of the 419 students, 50.6% were females and 47.02% were males. The study revealed a statistically significant improvement in the mean score of knowledge of students. Following the implementation of the DASS program knowledge of students improved significantly (p < 0.001).

Conclusion: Implementing the drug and substance education program improved the knowledge of students about this topic.