Substance Abuse and its Impacts on School Students’ Academic and Social Well-Being

 

Substance Abuse and Its Impacts on School Students’ Academic and Social Well-Being

 

     The World Health Organization (WHO) of the African region defines substance abuse as the risk of harm associated with the use of psychoactive substances, including alcohol and illicit drugs. Substance misuse significantly impairs students' academic performance and social well-being, leading to declining grades, diminished motivation, and strained relationships. Bhutan has also seen a rise in substance abuse, particularly among school students. Wangdi and Jamtsho (2019) highlight the growing prevalence of illicit drug use, possession, and trade in the country. Norbu and Gyalpo (2014) observe that while substance misuse is a relatively new phenomenon in Thimphu, its usage has increased alarmingly. This essay discusses the adverse impacts of substance abuse on Bhutanese school students’ academic achievement and social well-being, emphasizing the urgent need for effective interventions.

 

     Substance abuse significantly impairs students' cognitive development, leading to a decline in academic achievement. Cognitive impairments such as memory loss, difficulty concentrating, and poor decision-making, all hinder students’ ability to perform well in school. Research by Wangdi and Jamtsho (2019) shows that the number of Bhutanese school students experimenting with illicit substances is rising. Similarly, Wadd et al. (2013) found that 50-80% of individuals with chronic drinking issues experience memory deficits, concentration challenges, and difficulty expressing ideas, all of which negatively affect their learning outcomes. For Bhutanese students, who often face high expectations for academic success, these impairments are particularly damaging, creating long-term challenges that jeopardize both their education and future opportunities.

 

     Beyond academics, substance abuse disrupts students’ social relationships and mental well-being, further complicating their personal development. Bhutanese society values interconnectedness and mutual support, but substance misuse among students erodes these bonds, leading to strained relationships and isolation. Behavioural changes such as secrecy, mood swings, and irritability, combined with the stigma associated with addiction, often result in students becoming socially withdrawn. Additionally, substance abuse exacerbates mental health issues, including anxiety and depression. Ramey and Regier (2019) note that cognitive impairments linked to substance misuse can disrupt emotional regulation and social interactions, making it harder for students to build and maintain healthy relationships. In Bhutanese schools, this not only affects the individual students but also the larger school environment, which relies heavily on collaborative and supportive interactions for holistic development.

 

     Effective interventions are urgently required to combat the growing issue of substance abuse among school students in Bhutan. Rapid modernization and increased exposure to external influences have made students more vulnerable to substance misuse. Wangdi and Jamtsho (2019) emphasize the rising prevalence of drug use among Bhutanese youth, which necessitates immediate action. Schools play a critical role in students' lives and must implement awareness programs to educate students about the dangers of substance abuse. These programs should include counseling services and a helpline to provide immediate support for students in need.  Parental involvement is equally crucial in fostering a supportive environment that discourages substance abuse. Norbu and Gyalpo (2014) highlight the concentration of substance misuse in urban areas like Thimphu, but interventions should also extend to rural areas to address the issue comprehensively. Without timely measures, Bhutanese students will remain at risk of adverse educational, social, and emotional outcomes, jeopardizing their futures and hindering national development.

 

     To conclude, substance abuse poses a significant threat to Bhutanese school students, impairing their cognitive development, straining their social relationships, and exacerbating psychological challenges. Tackling this issue is essential for safeguarding the potential of Bhutan’s youth and ensuring their contribution to the nation’s progress. Schools and communities must collaborate to implement prevention initiatives, offer counseling services, and foster environments that encourage open discussions about substance misuse. Parental supervision and community engagement are equally important in addressing this public health concern. By including substance abuse education in the school curriculum, students can be empowered to make healthier choices and overcome the challenges posed by modern influences. A united effort is critical to protecting Bhutanese students and securing their future.

 

 

 

References

 

Norbu, T., & Gyalpo, K. (2014). DRUGS AND ALCOHOL USE BY SECONDARY SCHOOL STUDENTS IN THIMPHU, BHUTAN. https://www.researchgate.net/publication/374589664

Paul, F. A., Ganie, A. U. R., & Dar, D. R. (2024). Substance use in university students: a comprehensive examination of its effects on academic achievement and psychological well-being. In Social Work in Mental Health (Vol. 22, Issue 3, pp. 452–484). Routledge. https://doi.org/10.1080/15332985.2024.2306935

Wadd, S., Randall, J., Thake, A., Edwards, K., Galvani, S., McCabe, L., Coleman, A., Wadd, S., Randall, J., Galvani Assistant Director, S., McCabe, L., & Coleman, A. (2013). Alcohol Misuse and Cognitive Impairment in Older People CONTRIBUTORS.

Wangdi, K., & Jamtsho, T. (2019). Drug use among teenagers and young adults in Bhutan. Indian Journal of Psychological Medicine, 41(6), 535–540. https://doi.org/10.4103/IJPSYM.IJPSYM_348_19

Ramey, T., & Regier, P. S. (2019). Cognitive impairment in substance use disorders. CNS

       Spectrums, 24(1), 102–113. https://doi.org/10.1017/S1092852918001426

Wadd, S., et al. (2013). Alcohol misuse and cognitive impairment in older people.