DRUG ADDICTION IN HIGHER EDUCATION: A QUALITATIVE STUDY OF CAUSES, CONSEQUENCES, AND INSTITUTIONAL RESPONSES AMONG UNIVERSITY STUDENTS IN PAKISTAN

Abstract

Drug addiction among university students has become an escalating concern in Pakistan’s higher education landscape, threatening not only academic achievement but also students psychological and social well-being. The growing prevalence of substance use among youth reflects deeper psychosocial and institutional challenges, including academic stress, emotional vulnerability, peer influence, and lack of mental health support. This study was designed to explore the lived experiences, underlying causes, and perceived consequences of drug addiction among university students within the specific cultural and educational context of Pakistan. Adopting a qualitative, phenomenological approach under the interpretivist paradigm, the research aimed to uncover the meanings students attach to their experiences of drug use. Data were collected through semi-structured interviews with eight participants recruited from five universities across Khyber Pakhtunkhwa using purposive and snowball sampling techniques. The analysis produced six major themes and corresponding sub-themes:

Academic Pressure and Performance Anxiety highlighting excessive workload, fear of failure, and parental expectations as key stressors,  Peer Influence and Normalization of Drug Use emphasizing the role of social belonging and imitation in drug initiation, Emotional Distress and Escapism revealing how loneliness, anxiety, and unresolved trauma lead to self-medication, Stigma and Silence—exposing how cultural shame and institutional denial perpetuate secrecy and hinder help-seeking, Impact on Academic and Personal Life illustrating deteriorating performance, absenteeism, emotional instability, and strained family relationships and Lack of Institutional Support and Awareness showing that universities largely fail to provide counseling or preventive education, relying instead on punitive policies. The study concludes that drug addiction among students is not merely a behavioral or moral problem but a manifestation of systemic neglect and emotional deprivation. It emphasizes the need for university-level reforms, including mental health counseling, peer mentorship, and awareness programs, grounded in empathy rather than punishment. By amplifying students’ voices, this research provides culturally nuanced insights and policy directions for addressing addiction through prevention, care, and educatione.