Drug and substance abuse is increasingly becoming a national crisis in Kenya, infiltrating homes, schools, and communities. As accessibility to drugs rises, so does the number of students, teachers, and parents falling victim.

 The education sector, a critical pillar for national development, is bearing the brunt of this growing menace. With Kenya aiming to achieve Vision 2030 and Sustainable Development Goal (SDG) 4 on inclusive and quality education, tackling the impact of drug abuse within the education system has never been more urgent.

Among the most affected are students in both basic and higher education institutions. Many have easy access to alcohol, bhang (marijuana), khat (miraa and muguka), tobacco, synthetic substances and even prescription drugs. Peer pressure, coupled with social media influence and the glamorization of substance use, has contributed to this worrying trend. The result is a spike in school dropouts, increased cases of indiscipline, mental health issues, and a sharp decline in academic performance across the board.

In primary and secondary schools, drug abuse has led to increased cases of school unrest, with violent riots and arson attacks making headlines regularly. Teachers are overwhelmed, struggling to manage classes with students under the influence or suffering withdrawal symptoms. Chronic absenteeism and truancy have also surged, as some learners skip school to engage in substance use or recover from its effects.

In universities and colleges, the situation is equally grim. Cases of academic dishonesty such as cheating and plagiarism are typical of students who are unable to concentrate on academic work but trying to cope with the pressures of drug dependency. Campuses have become hotspots for drug trafficking, crime, and insecurity, putting the lives of both students and staff at risk.

Ultimately, this undermines graduation rates and diminishes the employability of graduates who are either unprepared or too compromised to join the workforce.

While much focus is on students, teachers are not immune. Some turn to alcohol or other substances as a coping mechanism for stress and burnout. This compromises their teaching effectiveness, turning them from role models into negative influences. Incidents of absenteeism, negligence of duty, and even misconduct involving intoxicated teachers have been reported, further eroding the learning environment.

The home, often the first line of defense against drug abuse, is faltering. In many cases, parents themselves are caught in cycles of addiction, creating toxic environments for children. Parental substance abuse has been linked to poor behavioral outcomes in children, lack of discipline, and emotional detachment. In both urban and rural settings, the absence of proper supervision and guidance leaves children vulnerable to external influences.

During a disciplinary meeting in a Siaya secondary school, a Form Three student revealed he began smoking bhang in Class Four of primary school, taking after his father. This shocking confession highlights the alarming depth, early onset, and influence of drug abuse among learners in Kenya.

To reverse this trend, a multi-pronged approach is essential. First, there is a need to strengthen school counseling services and introduce robust mentorship programs that target both students and teachers. Community awareness campaigns should be intensified, with parents actively involved in prevention efforts. Finally, the government must enforce stricter laws on drug trafficking and increase investment in rehabilitation centers that are youth-friendly and accessible.

The impact of drug and substance abuse on Kenya’s education system is a national emergency that calls for immediate, coordinated action. If left unaddressed, it threatens to erode decades of educational progress and derail the country’s development goals.

The writer is a Professor of Chemistry at the University of Eldoret, a former VC, and a Quality Assurance Consultant