Journal of Christian Religious Studies

Substance abuse among secondary school students has become a significant social, educational, health and ethical concern in Nigeria. The problem is particularly important because adolescence is a formative period during which patterns of behaviour may have lasting consequences for individual development and society. This seminar paper examines the ethical consequences of substance abuse among secondary school students in Chikun Local Government Area of Kaduna State, Nigeria. The study adopts Urie Bronfenbrenner’s Ecological Systems Theory as its sole theoretical framework. Methodologically, the paper employs a qualitative approach using a descriptive documentary research design. Data were collected through systematic review and analysis of relevant books, peer-reviewed scholarly publications, official reports, policy documents and credible online publications relating to substance abuse, adolescents, education and the Nigerian context. The reviewed evidence indicates that substance abuse among adolescents is associated with poor academic performance, absenteeism, truancy, indiscipline, school dropout, health problems, psychological difficulties, violence, risky sexual behaviour and strained family and social relationships. The findings further show that peer influence, family circumstances, accessibility of psychoactive substances, weak parental supervision, negative school environments and broader community conditions can contribute to students’ vulnerability. The study also finds that substance abuse raises serious ethical concerns relating to human dignity, responsibility, protection of children, justice, care and the responsibility of families, schools, communities and government to provide a safe environment for young people. The study concludes that the major conclusion arising from the findings is that substance abuse among secondary school students in Chikun LGA is not merely an individual moral failure but a multidimensional ethical and social problem shaped by interacting family, school, peer and community environments.

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