Title: The Shadowed Classroom: A Comparative Analysis of Drug Use Effects and Student Discipline in Ugandan Public and Private Secondary Schools
Authors: Dr. Arinaitwe Julius, Asiimwe Isaac Kazaara
Volume: 9
Issue: 9
Pages: 310-318
Publication Date: 2025/09/28
Abstract:
The escalating prevalence of drug and substance abuse among secondary school students in Uganda has created critical educational and public health challenges, with limited understanding of how this phenomenon manifests differently across institutional contexts. While both public and private secondary schools face substance abuse issues, there exists a significant knowledge gap regarding comparative prevalence, effects, and institutional responses, hampering the development of targeted intervention strategies. This study conducted a comprehensive comparative analysis of drug use prevalence, effects on academic performance, and disciplinary approaches between public and private secondary schools in Uganda to develop evidence-based recommendations for context-appropriate interventions. A mixed-methods convergent parallel design was employed with 1,248 students (624 public, 624 private) selected through stratified random sampling across six districts, utilizing structured questionnaires, semi-structured interviews with 36 school administrators, and focus group discussions. Statistical analysis included univariate, bivariate, and multinomial logistic regression analyses, while qualitative data underwent thematic analysis following Braun and Clarke's framework. Public school students demonstrated significantly higher drug use prevalence (52.2% vs 30.1%, p<0.001) and more severe academic and behavioral consequences, with regular drug users showing severely compromised GPAs (2.23 vs 3.42 for non-users) and higher disciplinary incidents. Private school attendance served as an independent protective factor, reducing odds of regular drug use by 72% (OR=0.28, p<0.001) even after controlling for demographic and socioeconomic variables. Private schools implemented more comprehensive prevention strategies (94.4% vs 66.7% drug education programs) and rehabilitative approaches (83.3% vs 38.9% counseling support), while public schools relied predominantly on punitive measures due to resource constraints. The study revealed that institutional context significantly influences both substance abuse patterns and intervention capacity, with public schools experiencing higher drug use rates while having fewer resources for effective response, creating a concerning disparity that affects Uganda's most vulnerable student populations. Implementation of a comprehensive resource equalization initiative providing dedicated funding, trained personnel, and evidence-based intervention programs to public schools, coupled with integrated multi-sectoral partnerships to create sustainable support networks for substance abuse prevention and management across Uganda's secondary education system.