Students’ perceptions regarding interventions to reduce substance use and its concomitant impact on competence among adolescents in public secondary schools in Uganda

Abstract

Background: Psychoactive substance use interventions have been well document to be more effective when participatory rather than prescriptive. Despite many calculable evidences examining PASU prevention, there was paucity of information regarding interventions in developing countries, moreover involving students’ ideas. Methods: The study was qualitative (based on focus group discussions) and involving rigorous thematic data analysis under the main theme: “interventions to reduce substance use in schools”. Results: “Use of coercive means” was the most common argument among all FGDs, followed by “teaching/sensitizing and counseling students”. Conclusions: Emphasis is put on school-based interventions, in collaboration with other community partners including parents