Empowering educators: addressing drug abuse among students in Technical and Vocational Education and Training (TVET) colleges

ABSTRACT

Addressing drug abuse is crucial in South Africa, especially in Technical and Vocational Education. This study examines educator training for managing student substance abuse. The study utilised a non-experimental quantitative exploratory design, surveying all 337 educators from selected Technical and Vocational Education and Training colleges in South Africa’s Limpopo Province. The study discovered that educators consistently linked certain behaviours with suspected student drug abuse, facilitating early identification. However, there was notable diversity in how educators proposed handling students with suspected drug abuse, with a significant portion lacking training in this area. The research highlighted varying perspectives on the significance of educator-student relationships. It points out the crucial need for comprehensive training for Technical and Vocational Education and Training college educators in addressing student drug abuse. The findings provide a foundation for future research and interventions in this domain, not only in South Africa but also in similar educational settings globally.

KEYWORDS:

• Drug abuse
• educator
• student
• substance abuse
• Technical and Vocational Education and Training
• training needs

Introduction

Around the world and notably in South Africa, drug abuse has emerged as a pressing public health concern (Tshitangano & Tosin, 2016). The latest statistics from the UNODC World Drug Report 2023 indicate a significant global challenge with drug use. The number of people suffering from drug use disorders also rose dramatically, with a 45% increase from 2011 to 2021, totalling 39.5 million individuals in 2021 (Online World Drug Report 2023 - Latest data and trend analysis, n.d.). Blows and Isaacs (2022) reported that approximately 63% of students use substances after they have enrolled at a university. In 2018, approximately 27% of the global population aged 15 to 19 were consuming alcohol (World Health Organization, 2018). This alarming statistic stresses the gravity of the situation.

Technical and Vocational Education and Training (TVET) colleges with their unique learning environments and diverse populations present a distinctive set of circumstances that demand careful consideration. Drug abuse among students not only jeopardises their own academic prospects, but also disrupts the learning environment, affecting both other students and educators.

In this compelling context, it becomes nothing short of imperative to embark on an exploration of the essential training required for educators who stand at the frontline in managing students struggling with drug abuse. This article seeks to enhance the current body of knowledge by investigating the training needs of teachers at a TVET college in addressing drug abuse among students.

Literature overview

TVET colleges play a vital role in shaping the future workforce by providing specialised skills and knowledge to a diverse student population. A combination of tertiary and vocational education is provided by these training colleges (Kinanti et al., 2020). UNESCO International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC, 2016) claims that these institutions put a lot of focus on the research of different economic sectors, the acquisition of practical skills, and the study of technology. In accordance with the legislation, colleges are created to help students acquire knowledge, practical skills, and applied vocational and occupational competence, so preparing them for employment, vocations, occupations, trades, or higher education (Akinyele & Bolarinwa, 2018; Department of Higher Education and Training [DHET], 2019). Drug abuse in higher education is a significant public health concern, impacting not only students’ academic performance but also their social lives and overall well-being (Amadi & Akpelu, 2018; Howard & Pritchard, 2017; Obierefu, 2017).

The prevalence of drug abuse

Addressing drug usage stands as one of today’s most pressing social challenges, impacting various professions (Amadi & Akpelu, 2018; Sorato et al., 2020). It is important to comprehend the extent of drug abuse. Multiple studies have illuminated the disturbing statistics associated with drug misuse among college students worldwide. The prevalence of drug and alcohol addiction among college and university students remains disturbingly high (Mekonen et al., 2017). Vorster et al. (2019) revealed that 78% of second-year students and 83% of third-year students at a South African higher education institution admitted to drug use. According to a 2013 study by the Limpopo Department of Social Development (2013), 55% of young individuals engaged in drug consumption, including marijuana (49%), inhalants (39%), wine (32%) and beer (30%). Govender et al. (2017) observed a similar trend in a Limpopo Province college they investigated. In their research among university students in the Western Cape, Blows and Isaacs (2022) found that a significant portion of surveyed students initiated drug and alcohol use during their college enrolment, with 63% using drugs or alcohol. The most used substances among students included ecstasy (MDMA), cannabis, and alcohol.

At higher-education institutions with diverse student populations, peer influence can play a pivotal role, potentially leading to drug use (Naidoo, 2017). Students’ drug use not only affects their academic performance (Manu & Maluleke, 2017) but also shapes educators’ perceptions of them (Amadi & Akpelu, 2018).

The impact of drug abuse on academic performance

Students frequently engage in the abuse of substances such as marijuana, Indian hemp, cigarettes and alcohol, all of which have detrimental effects on both their physical and mental well-being (Amadi & Akpelu, 2018). For example, research has shown that these substances can negatively impact students’ memory, concentration and learning abilities (Ta et al., 2019), ultimately leading to subpar academic performance (Amadi & Akpelu, 2018).

Furthermore, alcohol, marijuana and Indian hemp possess pharmacological properties that affect the central nervous system (Amadi & Akpelu, 2018), potentially resulting in antisocial behaviour (Asgedom, 2017) and disrupting normal brain development (Galindo-Aldana et al., 2019). Drug abuse can also manifest in excessive emotional behaviour, contributing to confrontations and conflicts among students (Chukwu et al., 2017). Students who abuse drugs may experience a range of side effects and problems, including attention deficit and hyperactivity disorder (ADHD) (Jordan et al., 2018), difficulty paying attention in class, absenteeism (Jordan et al., 2018), failing tests, neglecting academic responsibilities, and even dropping out of college owing to poor grades (Refahi et al., 2018). As highlighted by Zulu (2018) and Asgedom (2017), students who misuse drugs often struggle emotionally, making it challenging for them to concentrate on their studies. These adverse consequences of drug abuse also significantly impact the educator-student relationship (Amadi & Akpelu, 2018, p. 25). Educators face numerous challenges when attempting to address students’ negative behaviours, poor academic performance (Hwang & Meyer, 2018), and overall inadequate task performance, which can affect their subsequent career development (Mohamad et al., 2018).

Various factors, such as peer pressure, a student’s physical and psychological characteristics, family dynamics, and socioeconomic status, contribute to student drug use, as noted by Maithya et al. (2015). Drug abuse among students negatively affects their physical, mental and emotional well-being, ultimately impacting their academic performance (Chukwu et al., 2017). Abusing drugs often results in impaired focus in students (Uchendu & Ukonu, 2016), unethical behaviour, and frequent tardiness for classes (Chukwu et al., 2017). Such students frequently engage in delinquent behaviour (Mohamad et al., 2018), have difficulty forming close friendships (Walton et al., 2016), and frequently engage in arguments with their classmates (Maithya et al., 2015). Many students often feel ill-prepared to cope with the challenges they face (Al-Zboon, 2017).

Amadi and Akpelu (2018) contend that the high prevalence of student drug addiction significantly hampers the teaching and learning processes in educational institutions, presenting a serious problem (Howard & Pritchard, 2017). Despite the gravity of the issue, only a limited number of research papers have explored viable solutions to this problem (Zulu, 2018).

Despite ample evidence of the detrimental impacts of drug use on students, there is still a prevalent misconception among many students that drug use can somehow enhance their academic performance. However, there is no substantiated evidence to support the claim that certain drugs can genuinely improve academic performance (Asgedom, 2017; Zulu, 2018).

The role of educators in drug abuse management

The existing body of literature strongly emphasises the pivotal role of educators in steering teenagers away from drug abuse (Adhani & Anshori, 2018; Handrianto et al., 2020). According to Handrianto et al. (2020), educators must possess a combination of subject-matter expertise and pedagogical skills to effectively convey the risks associated with drug abuse to students.

College educators come from diverse educational backgrounds and may not hold formal teaching qualifications (Van der Bijl & Oosthuizen, 2019). According to the National Policy on the Management of Drug Abuse by Learners in Public and Independent Schools and Further Education and Training Institutions (South African Government, 2002), educators, particularly those addressing issues related to student drug use, should have access to opportunities for professional development. College educators need training to enhance the teaching and learning processes and prepare them to handle student drug addiction issues (Manyau, 2015). Student behaviour can also pose challenges for educators, and these challenges may be linked to drug use (Mohasoa & Mokoena, 2017). Rudman and Meiring (2018) argue that while broader concerns in higher education receive substantial attention, the daily struggles faced by teachers in the classroom, including difficulties related to student behaviour, are frequently overlooked. Managing student drug abuse constitutes a critical issue in TVET colleges. An extensive review of the literature reveals a significant gap in research on educators’ knowledge and perceptions, as well as their training, in effectively handling drug abuse among students.

This study aims to contribute to the existing literature in the following ways: The initial inquiry explores and outlines the training requirements for teachers at a TVET college for dealing with drug-abusing students. In the South African province of Limpopo, the researcher found a lack of training programmes for educators that dealt directly with the challenge of handling students with drug-misuse issues. The results of this study may be used to help build a programme outline for in-service training that would better prepare teachers to cope with drug-abusing adolescents in the future.

Methodology

The researcher employed a non-experimental quantitative explorative descriptive design to explore the training needs of college educators in terms of the management of student drug abuse at a TVET College in the Limpopo province.

Sample

The target and accessible population for this study were educators teaching at a specific TVET college located in the Limpopo province (N = 337). Initially, the sample size calculator recommended surveying 180 educators with a five percent margin of error and a 95% confidence level. However, after consulting with a statistician, the decision was made to employ a census sampling approach, involving surveying the entire population of 337 educators. Opting for a census sample was motivated by several factors. One key advantage is that a larger sample size helps minimize the margin of error in the study findings, thereby improving the overall accuracy of the results (Leavy, 2017). Census sampling also ensured that data were collected from all the educators at the college (Nicholas, 2017), leaving no room for selection bias or overlooking any potential insights.

Data collection

A structured, self-administered, web-based questionnaire in English was used to collect the data. An extensive literature review was done to identify the items that should be included in the questionnaire. The relevance, objectivity, suitability and likelihood of receipt and return were all considered when the questionnaire was created (Leedy & Ormrod, 2010 quoted in Brink et al., 2018). The researcher was unable to locate an existing instrument that aligned with the study’s aims and objectives during a literature review. To aid in the development of the questionnaire, the researcher consulted various peer-reviewed articles and dissertations that explored the core concepts of the study. The development of the questionnaire was supported by a statistician and the research supervisor. The questionnaire was divided into five sections (Section A: Demographic data of participants; Section B: Recognising students who abuse drugs; Section C: Educators’ management of students who abuse drugs; Section D: Educator-student relationships, and their level of importance; Section E: Educator training regarding the management of student drug abuse) to organize the content, thereby simplifying the response process and clarifying the questions for participants. This structured method not only facilitates the efficient gathering of meaningful data but also improves the analysis that follows (Padmapriya & Parthasarathy, 2024). The questionnaire was pre-tested among 15 educators from a another college not participating in the research study to spot errors, assess the questions’ clarity (Polit & Beck, 2017), check for significant biases, and ensure that it yielded the expected results (Brink et al., 2018). A few errors were found in the order of the question numbers and were subsequently corrected. Additionally, two unrelated questions were identified and removed.

The University of South Africa’s Research Ethics Committee provided ethical approval for the research (HSHDC/995/2020). The four campus managers of the specific TVET college and the TVET College Research Committee all gave their approval for this study to be undertaken. To take part in the study, educators from the TVET college’s four campuses were recruited. All 377 respondents received an e-mail from the respective campus managers, who acted as gatekeepers and provided information about the study and a letter requesting permission to conduct the research, along with a link to the online web-based questionnaire. The researcher received each completed questionnaire through an anonymous e-mail from the web-based platform, protecting the privacy of the respondents. A total of 186 questionnaires with all the required information were returned, yielding a response rate of 55.1%. The data were analysed using SPSS version 23 and were reported descriptively for the research question: What are the training needs of educators at TVET colleges in terms of the management of drug abuse among students?

Research results

Section A: demographical details of respondents

Most of the respondents were female (58%) and just more than half of the respondents were between 36 and 45 years old (52%). Junior educators (45%) and senior educators (45%) were by far the biggest part of the respondents, while the departmental heads accounted for 8% and the campus managers for 2%. Nearly half of the educators (47%) had a diploma and a third (33%) had an undergraduate degree.

Section B: recognising students who abuse drugs

This section focused on assessing educators’ ability to identify students engaging in drug abuse by presenting a list of potential behaviours associated with drug misuse.

The mean scores range from 4.79 to 4.90 on a 5-point scale, where 5 indicates that respondents believe it is ‘Extremely likely’ that the behaviour indicates drug abuse. The standard deviation (SD) provides insights into the agreement among the respondents about each behaviour. (Table 1). Disruptive behaviour has the highest mean score, suggesting a strong consensus among educators that disruptive behaviour is highly indicative of drug abuse. Lack of concentration in the classroom is almost as closely linked to drug abuse as disruptive behaviour, with a considerable consensus among educators. Poor academic performance is strongly associated with suspected drug abuse, although there is somewhat more variation in how educators perceive this link. This variation may be due to other factors that can also contribute to declines in academic achievement. Hyperactivity has the lowest mean score and the highest variability among the behaviours listed, indicating that while it is still generally considered a potential indicator of drug abuse, there is less consensus among educators about its significance compared to other behaviours. The mean scores of all items are high, indicating a close association with drug abuse from the participants’ perspective (Table 1).

Table 1. Recognising students who are abusing drugs. Source: Ezomo (2022).

Items on students who are suspected to abuse drugs will most likely display the following:	Extremely unlikely		Unlikely		Neutral		Likely		Extremely likely		Total		($\bar{\mathit{x}}$)	SD
	n	%	n	%	n	%	n	%	n	%	n	%
Disruptive behaviour	0	0.0	0	0.0	3	1.6	13	7.0	168	91.4	185	100.0	4.90	0.354
A lack of concentration in the classroom	0	0.0	0	0.0	1	0.5	21	11.4	163	88.1	185	100.0	4.88	0.347
Inappropriate behaviour	0	0.0	1	0.6	2	1.1	17	9.5	159	88.8	179	100.0	4.87	0.416
Poor academic performance	0	0.0	1	0.5	2	1.1	25	13.5	157	84.9	185	100.0	4.83	0.445
Delinquent behaviour	0	0.0	0	0.0	5	2.7	21	11.3	160	86.6	186	100.0	4.83	0.440
Poor interpersonal relationships	0	0.0	2	1.1	1	0.5	24	13.0	157	85.3	184	100.0	4.83	0.470
Repeating subjects	0	0.0	2	1.1	1	0.5	17	9.2	165	89.2	185	100.0	4.83	0.440
Signs of being stressed	0	0.0	2	1.1	3	1.6	21	11.5	157	85.8	183	100.0	4.82	0.498
Coming late for class	0	0.0	1	0.5	2	1.1	27	14.7	154	83.7	184	100.0	4.82	0.454
Tending to have unnecessary arguments with classmates	0	0.0	1	0.5	3	1.6	23	12.6	155	85.2	182	100.0	4.82	0.460
Signs of depression	0	0.0	1	0.5	4	2.2	24	12.9	157	84.4	186	100.0	4.81	0.479
Participating in organised riots	0	0.0	1	0.5	6	3.3	22	12.0	155	84.2	184	100.0	4.80	0.510
Poor personal care	1	0.5	0	0.0	3	1.6	29	15.6	153	82.4	186	100.0	4.79	0.514
Hyperactivity	1	0.5	1	0.5	1	0.5	30	16.1	153	82.3	186	100.0	4.79	0.524

Section C: management of students who abuse drugs

In this section of the questionnaire, educators were tasked with expressing how likely they would engage in specific activities when they suspected students of drug abuse, as outlined in Table 2. The aim was to gain insights into the strategies educators employ when addressing student drug abuse. Responses from educators exhibited variability. Notably, approximately 70% indicated they would never conduct a formal lecture on drug-abuse prevention, hold group discussions on the topic, or enlist other students to support those suspected of drug abuse. A significant portion of the educators (37%) asserted they would never overlook suspicions of a student abusing drugs (Table 2).

Table 2. Management of students who are abusing drugs. Source: Source: Ezomo (2022).

Items on educators’ management of students regarding drug abuse: Should I suspect a student of abusing drugs, I will …	Never		Rarely		Sometimes		Often		Always		Total		($\bar{x}$)	SD
	n	%	n	%	n	%	n	%	n	%	n	%
Ignore it, as it is outside my scope	69	37.3	8	4.3	24	13.0	33	18.0	51	28.0	185	100	2.94	1.682
Refer the student to the college health and wellness programme	105	56.8	18	9.7	33	17.8	16	8.6	13	7.0	185	100	1.99	1.317
Engage in an informal discussion with the student	105	56.5	37	19.9	24	12.9	13	7.0	7	3.8	186	100	1.82	1.134
Refer the student for substance-abuse rehabilitation	112	60.2	37	19.9	15	8.1	10	5.4	12	6.5	186	100	1.78	1.199
Seek advice because I feel unsure how to address such a problem	123	66.1	22	11.8	6	6.5	12	6.5	13	7.0	186	100	1.76	1.260
Provide individual counselling	127	68.6	21	11.4	15	8.1	9	4.9	13	7.0	185	100	1.70	1.231
Refer it to the senior educator who will take responsibility for assisting the student	124	66.7	22	11.8	20	10.8	12	6.5	8	4.8	186	100	1.70	1.156
Give a formal lecture on drug-abuse prevention	133	72.3	14	7.6	12	6.5	15	6.5	10	4.0	184	100	1.67	1.225
Have a group discussion with the students	127	69.0	19	10.3	16	8.7	17	9.2	5	2.7	184	100	1.66	1.133
Involve other students to support the involved student	130	70.0	22	3.0	13	9.0	10	5.4	10	5.4	185	100	1.64	1.163

In contrast to the above statement, over 50% of participants stated they would never refer a suspected student to the college health and wellness program or for substance-abuse rehabilitation, nor engage in an informal discussion with such a student. Additionally, more than 65% expressed that they would never seek advice when unsure how to address the issue, provide individual counselling, or refer students to a senior educator for assistance with their drug abuse. Responses to the notion of ‘ignoring it’ when suspecting a student of drug abuse varied, with 37.3% stating they would never ignore it, while 28% indicated they would always ignore it. Mean values for items related to the management of suspected student drug abuse ranged from 2.94 to 1.64 (Table 2). All standard deviation values exceeded 1.00, signifying considerable variability in educators’ responses to each question.

Section D: educator-student relationships, and their level of importance

This section delved into educators’ perspectives regarding the importance of educator-student relationships, with Table 3 outlining their views on this matter. Responses to these items exhibited significant variation, with standard deviation values ranging from 1.480 to 1.503. A notable majority, exceeding 60% of educators, expressed the belief that it is highly important for educators to serve as role models for students and to dedicate time to listening to students’ problems as a means of fostering positive relationships. Additionally, nearly 55% of educators considered it very important for educators to demonstrate flexibility towards students involved in drug abuse. The mean values for these items ranged from 4.06 to 3.89 (Table 3).

Table 3. Level of importance of educator-student relationships. Source: Source: Ezomo (2022).

Items indicating educators’ views on the level of importance of educator-student relationships: Educators …	Not at all important		Slightly important		Neutral		Often very important		Extremely important		Total		($\bar{x}$)	SD
	n	%	n	%	n	%	n	%	n	%	n	%
Are role models to students	29	15.6	4	2.2	11	5.9	24	12.9	118	63.4	186	100	4.06	1.480
Should invest their time in listening to students’ problems to support positive relationships	29	15.6	7	3.8	5	2.7	30	16.1	115	61.8	186	100	4.05	1.486
Should be flexible about the behaviour of students who are involved in drug abuse	28	15.1	14	7.6	9	4.9	33	17.8	101	54.6	186	100	3.89	1.503

Section E: educators’ training regarding the management of student drug abuse

In the questionnaire’s concluding section, educators were queried about their training experiences in handling students with drug abuse issues, the specific content they believe should be included in such training, and their preferred methods of training delivery.

A minority of educators (11.9%) reported having received training on managing students who abuse drugs. Similarly, a relatively small percentage (13.6%) indicated having received training on the process to follow when suspecting a student of drug abuse. A slightly higher proportion (14.6%) reported being trained on managing situations when suspecting a student of drug abuse. A notable 82.2% of educators expressed the opinion that it is essential for educators to possess knowledge on supporting students in cases where drug abuse is suspected (refer to Table 4).

Table 4. Training received by educators. Source: Source: Ezomo (2022).

Items indicating training educators have received regarding drug abuse among students:	Yes		No
	n	%	n	%
I received training as an educator on how to manage students who abuse drugs	22	11.9	163	88.1
I have been trained in the process to be followed if it is suspected that a student abuse drugs	25	13.6	159	86.4
I know how to manage the situation when a student is suspected of abusing drugs	27	14.6	158	85.4
I do not think it is necessary for an educator to know how to support students if it is suspected they abuse drugs	33	17.8	152	82.2

Discussion

The data indicates that the educators perceived all the listed (possibly drug-induced) behaviours as ‘extremely likely’ to be associated with suspected drug abuse. This suggests that educators strongly associate these behaviours with suspected drug abuse. The uniformity of responses indicates a widespread consensus among educators about the behaviour students would display when abusing drugs. The low SD values for most of the listed behaviours emphasised the strength of the association educators made between the listed behaviours and drug abuse. The high likelihood of these behaviours being associated with drug abuse could aid educators in the early identification of students who are suspected of abusing drugs and help them to be more vigilant and responsive to the problem. Educator training could focus on recognising less obvious signs of drug abuse and understanding how to approach and manage students displaying these behaviours. When students abuse drugs, it can shift their focus away from scholastic excellence and toward the drugs, which could lead to absenteeism (Kumar et al., 2019). According to Myduc et al. (2019), one of the duties of the educator is to identify the requirements of the students and deal with health-related issues, including smoking, alcoholism and other kinds of substance addiction. Junior educators might be less experienced and potentially less aware of the signs of drug abuse compared to their senior educators who likely have more interaction over time with students and may recognise changes in behaviour more quickly due to their longer tenure and experience.

The results revealed different responses and views among educators on how to manage students who are suspected of drug abuse. The different views about their roles on how to manage students may suggest diverse experiences or differing levels of understanding regarding student behaviour related to drug abuse among educators. This range of different responses highlights the potential need for specialised training tailored to educators. Most of the educators tended to take a passive stance, although nearly a quarter of the educators indicated that they would never ignore it if they suspected a student of abusing drugs. The reluctance among educators to engage directly in many of the potential interventions for suspected drug abuse, particularly those involving personal or informal actions could stem from a lack of confidence, training, lack of care about the issue or fear of overstepping professional boundaries. Training to change the mindset of educators will be essential in equipping them with the skills and confidence needed to address drug abuse effectively. There is a noticeable preference for deferring responsibility, either to senior staff or formal programs, which may not always be the most immediate or effective response. This suggests a need for more comprehensive training and cleared guidelines that empower educators to take appropriate and confident actions in cases of suspected drug abuse. An American organisation, the Substance Abuse and Mental Health Services Administration [SAMHSA] (2016), recommends that educators identify students who may be at risk of abusing drugs and then work with their families to prevent these students from starting to abuse drugs. They also recommend that educators talk with their students. Educators should be a good source of information and should be able to help students devise an exit plan. This approach emphasises a proactive stance in preventing drug abuse among students. Senior educators, given their experience and possibly higher levels of responsibility, might be more proactive in taking management actions. They may feel more empowered to intervene or to mobilise resources for dealing with drug abuse. In contrast, junior educators might feel less confident or may rely more on protocol, seeking guidance from senior staff before acting. By identifying students at risk and providing resources, educators can help them make informed decisions to avoid drug abuse. In contrast, Al-Zboon (2018) is of the view that educators are not obligated to help students who are suspected of abusing drugs. This viewpoint may stem from a belief that educators should primarily focus on their traditional role in educating students and not become involved in students’ personal lives, especially when it comes to issues like drug abuse. Educators with strong relationships might be more inclined to take proactive steps when they suspect drug abuse, including more direct intervention or connecting students with necessary resources. Drug abuse among students is a problem that is widely discussed (Amadi & Akpelu, 2018; Zulu, 2018) and policies at TVET colleges are based on the National Education Policy Act’s National policy on the Management of Drug Abuse by Learners in Public and Independent Schools and Further Education and Training Institutions, which was promulgated in 2002 in the Government Gazette. This policy provides guidelines for preventing and managing drug abuse by students in educational settings and outlines the roles and responsibilities of educators. TVET colleges should develop clear policies that outline the expected actions and procedures for handling suspected drug abuse. Clearly defined protocols could empower educators by providing a framework within which they can manage students who abuse drugs.

According to Makovec (2018), educators need to know how to deal with students’ deviant behaviour, such as alcohol and substance abuse. Knowledge of how to deal with students will assist educators in creating an effective student-educator relationship. Educators with close relationships with their students might detect early signs of drug abuse more quickly. An effective student-lecturer relationship can have a positive influence on the effectiveness of teaching (Sundani & Mamokhere, 2021). Educators who have established a rapport with students are likely to be more effective in identifying students at risk (Michael et al., 2023).

It is evident that educators need training on how to manage students who are abusing drugs. Drug abuse among students is a huge challenge at TVET colleges. The National Drug Master Plan (Department of Social Development, 2019) states that the Department of Higher Education (DHET) should reduce and manage drug use in tertiary institutions. The National Policy on the Management of Drug Abuse by Learners in Public and Independent Schools and Further Education and Training Institutions (South African Government, 2002) suggests that all educators should receive training on managing drug use, misuse and dependency, and support should be given when necessary. To prepare teachers for dealing with drug-related incidents in educational institutions, appropriate course content needs to be created for pre-service and in-service training.

Limitations and further research

A limitation of this research is that the sample used in the study was exclusively representative of one college situated in the Limpopo province. Consequently, the research findings cannot be generalised to other districts or provinces. However, these findings may serve as a valuable foundation for future research endeavours focusing on the same topic. Researchers examining other provinces or districts may find these findings useful as a reference point or a basis for comparison in their own research into educators’ management of student drug abuse.

Conclusion

From the participants’ responses, it was clear that the educators knew how to recognise students who are abusing drugs. This common understanding can be a valuable tool for educators to identify students at risk of drug abuse early and respond more effectively to their needs. It was evident that there are varying approaches and views on how educators should manage students who are suspected of drug abuse and what the responsibility of the educator is. Some educators leaned towards a passive stance, while others advocated for a proactive approach. It was clear that the educators had had insufficient training in how to manage students who are abusing drugs. Equipping educators with the knowledge and tools to address drug abuse among students is not only essential for the well-being of the students, but also for maintaining an effective student-educator relationship, which can significantly impact the quality of education and the overall success of students. There is an obvious need for instructors to receive training on how to handle the concerning issue of drug abuse among their students and pay more attention to it.

Datasets

The datasets used during the current study are available from the corresponding author upon reasonable request.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the University of South Africa.