Contrasting Influences: An Exploration of the Provision of Support Versus Lack of Support for Substance Abuse Among Learners by Teachers in Selected High Schools in Capricorn District, Limpopo Province, South Africa

Abstract

Substance abuse among learners is a significant concern that affects their physical, emotional, and academic well-being. It is a complex issue requiring a comprehensive prevention and intervention approach. This study aimed to explore the contrasting influences of support provision and lack of support on substance abuse among learners by teachers at Selected Schools in the Capricorn district of Limpopo Province, South Africa. A qualitative, explorative, descriptive, and contextual research design was utilised. The schools were purposively selected based on the high percentage of learners who abuse substances and learners were conveniently sampled to select teachers to participate in the study. The sample of 23 participants was determined by data saturation. Data was collected through in-depth individual interviews using audiotapes, and field notes were also taken. Data was analyzed using thematic, Tesch’s method. Measures of trustworthiness were ensured. Results indicated that learners who received support from their families, teachers, and peers were less likely to engage in substance abuse compared to those who lacked support. Conversely, learners who lack support and experience trauma are more likely to develop substance use disorders. The study recommends that teachers should be trained to identify and support learners who are at risk of substance abuse. Parents should be encouraged to participate in school-based programs and provide support to their children. Policies that prevent substance abuse and provide support to learners should be developed and implemented.