Exploring the role of guidance and counselling in managing drug abuse and enhancing academic performance in Kenyan secondary schools

This study aimed to evaluate the effectiveness of school-based guidance and counselling as a strategic intervention for managing drug and substance abuse (DSA) and enhancing academic performance in secondary schools in Embu and Tharaka Nithi counties, Kenya.A descriptive survey research design was employed, targeting a total sample of 600 respondents comprising of students, heads of guidance and counselling departments, deputy principals, and principals. Data were collected using questionnaires, interviews, observations, and document analysis, capturing both quantitative and qualitative dimensions of the issue. The core variables examined were five key components of schoolbased counselling: DSA awareness, professional involvement, stakeholder engagement, peer counselling and life skills development. Quantitative data were analysed using SPSS while qualitative data were thematically analysed to provide context to statistical findings. Key findings revealed that life skills education significantly enhanced students’ resilience and academic performance, highlighting its pivotal role in effective counselling programs. Professional involvement, particularly the integration of trained DSA counsellors, was positively associated with improved student outcomes; however, the strength of this relationship varied depending on implementation quality. Stakeholder involvement showed a complex relationship, with poorly coordinated efforts correlating negatively with academic performance, suggesting the need for more structured and collaborative engagement. Peer counselling was effective in offering emotional support but showed limited direct impact on academic achievement. Despite widespread DSA awareness among students, awareness alone did not translate into behavioural change without active engagement with available support services. In conclusion, the study underscores the importance of a multifaceted and holistic approach to school guidance and counselling integrating professional counselling, stakeholder collaboration, peer support, life skills training, and targeted awareness programs to effectively address DSA and enhance academic success in Kenyan secondary schools. Recommendations include formalizing the role of DSA professionals, strengthening the life skills curriculum, structuring peer-led programs, and enhancing stakeholder coordination for sustainable outcomes.