The use of alcohol and drugs by learners is a major public health problem internationally. Substance use among public secondary school learners is increasing rapidly and with negative consequences such as school dropouts, injuries, loss of lives, destruction of properties, and compromised academic standards [1]. Educators in schools face the challenges of learner's misconduct and assume that this abnormal behaviour results from the use of substances by these learners.

Some studies identified the significant risk factors for substance use among the youth as poverty, lack of parents’ involvement in the education of the child, drug abuse by parents and friends, and conflict in family relationships [2-4]. In contrast, Vaughan et al. [5] identified parental alcoholism, parental divorce, and death before the child reaches 18 years of age to increase the likelihood of substance abuse by the youth. Furthermore, Mothibi [6] found an association between substance use and criminal behaviour.

Substance use among learners is increasing at a rapid rate in schools. Research shows about 190 million substance users globally, resulting in around 40 million serious illnesses or injuries reported each year. In the first South African national youth survey conducted among grade 8-11 learners, the prevalence rate was 31.8% for alcohol, 23% for binge drinking, and 9.1% for cannabis use [7]. Similarly, a study conducted by Peltzer and Phaswana Mafuya [8] found that the past 3-months of substance use among 15 years and older was 4.4%, which was higher than the 2008 national survey. Several factors contribute to learners’ involvement in substance use.

Socioeconomic status has a significant role in learners’ involvement in substance use. Adolescents from a low socioeconomic background are more likely to engage in substance use. However, adolescents from a high socioeconomic background are also at risk for substance use, particularly binge drinking, including home-brewed beer, due to their affordability [2]. Furthermore, adolescents from low socioeconomic status or families with little resources are more likely to smoke cheaper cigarettes [2].

Historically, substance use is common in young people. However, the only difference today is the increased availability of substances and the decrease in age of initiation. Many learners start using substances in the early years of their lives due to their accessibility. Society or community plays a significant role in learners’ involvement in substances. Communities make legal and illegal substances more accessible, and as a result, learners are more likely to use them. Public drinking by others also contributes to the learner's engagement in substance use. When learners see their elders drinking in public, they tend to be curious and experiment. Some studies found that the majority of the school principals and educators agreed that substances are readily available and accessible within the school environment, making it easy for learners to access them [9, 10].

The way in which children or learners, in particular, are exposed to alcohol includes advertising and ownership of alcohol promotional items, for example, hats, t-shirts, mugs, among others, with an alcohol brand printed on the item making it popular and increasing the risk of children engaging in alcohol use. Research further indicates that learners get involved in substance use as a result of peer influence and poor academic performance [11]. Furthermore, when substance use is highlighted and glorified through publications, televisions, radios, electronic media, and online, drug dealers and users often find opportunities to discover the latest sources of the drugs. Research shows that the school principals (62.5%) and educators believe that mass media plays a significant role in learners’ involvement in substance use [10]. Studies on substance use among secondary school learners have been conducted among adolescents, but few, if any, on educators. The purpose of the study was to determine educators' knowledge of factors associated with substance use among learners.

The present study shows that the majority of the respondents were 40 years old and above (58.5%), and most of them were males (57.1%). This agrees with a previous study that found more male educators than females participated in their studies [7]. The majority of the respondents were from public schools (95.1%) since few private schools exist in the area. Furthermore, more than half (54%) of the educators had a bachelor’s degree, and 37.7% had more than 20 years of teaching experience. The findings demonstrate that substances are easily accessible and available to learners because both the educators and the school principals (51%) collectively agreed. Accessibility and availability of alcohol and drugs to learners, be it at home or school, increase their chances of being substances users. Alcohol can be accessible at home due to parents who drink openly and keep some in their refrigerators. This corresponds with previous research [2, 10, 12], which found that teachers agreed that the substances are easily available and accessible within the school environment. Furthermore, 87.5% of the school principals also agreed that substances are available within the school environment, making it easy for learners to use them. Therefore, based on the findings, it can be argued that the school environment can be classified as a risk factor for substance use by learners [12, 13]. With the legalisation of marijuana use in South Africa, one of the substances most used by learners or beginners [14, 15], educators could expect an increased number of learners who will use substances openly within the school environment. This may negatively impact the education system.

The study shows that most of the respondents (67%) agree that high financial difficulties and poverty influence learners’ involvement in substance use. The findings concur with previous studies [16, 17], which found that individuals with above-average financial difficulties are more likely to engage in substance use. Learners with significant financial difficulties are more likely to use inhalants and tobacco because they are affordable and easily accessible. These learners are also more likely to receive less pocket money than those from good financial backgrounds, which could be the reason for using cheaper substances.

Furthermore, the findings show that 67% of respondents agreed that learners who receive more pocket money are also more likely to use expensive substances. Such learners are from families with good financial backgrounds. The findings are in line with previous research, that found an association between more pocket money with ease of acquisition of drugs. More pocket money in the hands of learners may result in it being used to access drugs or substances, which is in line with previous findings that indicated increased pocket money as a risk factor for substance use. Students who get access to much money are more likely to be tempted to buy drugs or alcohol [18, 19].

The study results show that low self-esteem and poor self-control were perceived as the psychological factors contributing to substance use among learners; 68% of the educators agreed, and 22% strongly agreed that low self-esteem contributes to the learners’ involvement in substance. Similarly, 54% of educators agreed, and 33% strongly agreed that poor self-control is a factor contributing to learners’ involvement in substance use. These findings concur with studies that established that individuals with low self-esteem and life satisfaction were more likely to engage in substance use [20, 21]. Furthermore, learners with low self-esteem may engage in substance use to rationalise their poor academic performance or improve positive feelings of self-worth.

In the current study, depression was perceived to contribute to learners’ involvement in substance use. About 49% of the educators agreed, while 28% strongly agreed that depression contributes to learners’ involvement in substance use. In contrast, Wasil et al. [22] found few associations between substance use and depression, while Hussong et al. [23] found that substance use varies based on the context and sample. Similarly, Rappeneau and Berod [24], in their review of evaluating depression as a risk factor for substance use disorders, concluded that to make any definite conclusions regarding depression as a risk factor for drug use, substantial research is required.

Participants regard post-traumatic stress disorder to contribute to substance use. The findings show that 65% of the respondents agreed with this statement, while 40.6% of the educators reported that low self-esteem was the primary factor contributing to substance use among learners. The findings are in line with the study by Basedow et al. [25], which found high substance use among adolescents with Post-Traumatic Stress Disorder.

The study sample was limited to one district, and the findings cannot be considered to represent the broader section of the teachers in the Limpopo province.

Based on the findings of the study, the following recommendations are proposed. The government, in particular, the Department of Education (DoE), should conduct workshops to empower educators with knowledge on how to deal with substance use by learners. The DoE can also employ specialists in substance abuse to work with educators to ensure that the problem is dealt with appropriately to create school environments free of substance use. The DoE should develop policies aimed at dealing with substance use in schools and ensure their effective implementation across all schools. Collaboration among departments is crucial to empower educators and curb substance use in schools through awareness campaigns. Instead of the media displaying only beneficial advertisements concerning alcohol, it must also provide education and awareness about substance use and its consequences. Further research should be conducted on the learners and parents.

The study attempted to determine the educators’ knowledge of factors contributing to substance use among learners. Socioeconomic and psychological factors were reported to contribute to substance use among secondary school learners. Due to the recent legalisation of some substances like marijuana, the government should enforce strict measures to ensure it is used appropriately and for the purpose indicated. Substance use among public secondary school learners requires attention, and if not dealt with appropriately, it could destroy the future of our society's youth.