National Council on Substance Abuse - National Primary School Survey 2020 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



National Council on Substance Abuse - National Primary School Survey 2020 

 

 

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Copyright © 2020 National Council on Substance Abuse 

 

Authors: 

Ken-Garfield Douglas, Drug Abuse Epidemiologist and Consultant, Trends Consulting 

Laura Lee Foster, Research Assistant, National Council on Substance Abuse  

 

Published by:  

The National Council on Substance Abuse 

Cnr. 1st Avenue Belleville & Pine Road, St. Michael, Barbados 

 

Tel: (246) 535-6272 

Email: ncsa.info@barbados.gov.bb 

Website: www.ncsa.gov.bb  

 

May 2020 

 

Data from this publication may be reproduced with acknowledgement from source. 

 

Reference as: 

National Council on Substance Abuse (2020). National Primary School Survey, 2020. 

Government of Barbados 
 



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Acknowledgements 
 

The National Council on Substance Abuse (NCSA) is grateful to all persons and Departments 

that contributed to the successful conduct of the National Primary School Survey 2020. 

 

In particular, the Council extends gratitude to the Ministry of Education, Technological and 

Vocational Training for sanctioning the survey and for its support throughout the research 

process. The NCSA also thanks the principals and teachers at participating schools as well as the 

students themselves for taking part in the survey. Special thanks are extended to the Principal of 

Wesley Hall Junior School for consenting to the conduct of the pilot survey. 

 

The data collection and data entry teams are commended for their commitment to the project and 

for working diligently to complete their assignments in a timely manner. This enabled the 

Council to complete the survey ahead of schedule.  

 

The following persons are acknowledged for their contributions during the questionnaire 

development phase: 

• Mrs. Cyrilene Griffith-Willoughby, Education Officer (Secondary), Ministry of 

Education, Technological and Vocational Training 

• Dr. Arthur Phillips, Senior Medical Officer of Health (NCDs) ag, Ministry of Health and 

Wellness 

• Mr. Troy Wickham, Deputy Manager, NCSA 

• Mrs. Wendy Greenidge, Drug Education Officer (Primary Schools), NCSA 

• Mr. Brian Payne, Drug Education Officer (Secondary Schools), NCSA 

• Mr. Jonathan Yearwood, Research and Information Officer, NCSA 

• Mrs. Laura Foster, Research Assistant, NCSA 

 

Special thanks are extended to Mr. Pernell Clarke of the Inter-American Drug Abuse Control 

Commission (CICAD) for providing guidance and advice when called upon and to Dr. Ken-

Garfield Douglas, the co-author of this report. 

 

Lastly, Mrs. Laura Foster is acknowledged for ably coordinating the research process and the 

conduct of the survey as well as for her contributions to the final report.  

 

 

 

 

 



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Table of Contents 

Acknowledgements ..................................................................................................................................... 2 

Executive Summary .................................................................................................................................... 9 

Key Findings .............................................................................................................................................. 16 

Introduction ............................................................................................................................................... 26 

Background ............................................................................................................................................... 23 

Methodology .............................................................................................................................................. 31 

Research Objectives ................................................................................................................................ 31 

Survey Implementation ........................................................................................................................... 32 

Sample Design ........................................................................................................................................ 33 

Sample Size ............................................................................................................................................. 34 

Survey Administration ............................................................................................................................ 36 

Weighting the Sample ............................................................................................................................. 38 

Results ........................................................................................................................................................ 43 

Section A – Demographics ..................................................................................................................... 43 

Section B - Parental Supervision/Involvement ....................................................................................... 46 

Section C – School Experience ............................................................................................................... 48 

Section D – Other Social Determinants - Students’ Activities ............................................................... 49 

Section E – Sources of Information ........................................................................................................ 53 

Section F – Access to Drugs ................................................................................................................... 56 

Section G:  Perception of Harm .............................................................................................................. 59 

Section H – Reason for Drug Use ........................................................................................................... 61 

Section I – Curiosity about trying Drugs ................................................................................................ 64 

Section J – Prevalence of Drug Use ........................................................................................................ 64 

Test of Independence Between Various Categorical Variables .............................................................. 88 

Association between drug use [lifetime use of any substance (yes/no) and ease of access .................... 89 

Association Between Curiosity and Drug Use ........................................................................................ 90 

Association Between Social Media and Video game ............................................................................. 92 

Association Between Lifetime Use and Use of Social Media and Video games .................................... 92 

Lifetime, Past Year and Past Month Substance Use with Perception of Harm ...................................... 93 

Trends (Movement) in Various Variables Between 2006 and 2020 ..................................................... 94 

Consumption Pattern Overall .................................................................................................................. 94 

Consumption Pattern – Males versus Females ....................................................................................... 95 

Accessibility - Ease of Access to Various Substances ............................................................................ 95 



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Reasons for Drug Use ............................................................................................................................. 96 

Perception of Harm for Using Various Substances................................................................................. 97 

Discussion ............................................................................................................................................... 98 

Perceived Ease of Access to Alcohol, Cigarettes, and Other Substances ........................................... 102 

Recommendations ................................................................................................................................... 104 

Appendix 1 – Age of First Use................................................................................................................ 107 

Appendix 2 – 2020 Consumption Patterns ........................................................................................... 108 

Appendix 3 - Questionnaire………………………….……………….……………….……………….109 

References ................................................................................................................................................ 123 

 

 

 

 

  

 

 

 

  



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List of Tables  

Table 1: Sample Frame and Expected Class Sample .................................................................................. 35 

Table 2: Distribution of Respondents by School ........................................................................................ 39 

Table 3:Distribution by parishes (weighted and unweighted) .................................................................... 43 

Table 4: Response Rates for 2020 Survey .................................................................................................. 44 

Table 5: Distribution of Respondents by Gender, Grade Level and Age Group ........................................ 45 

Table 6: Cross-tabulation – Age and Grade Level by Gender .................................................................... 45 

Table 7: Perception of Parental Involvement or Supervision – Overall and by Gender ............................. 46 

Table 8: Perception of Parental Involvement – Overall, Gender and Grade Level..................................... 47 

Table 9: Perception of Parental Supervision/Involvement- Overall and Grade Level ................................ 47 

Table 10: Perception of School Experience – Overall, Grade Level and Gender ....................................... 48 

Table 11: Distribution of Responses - Activities in School or After School .............................................. 49 

Table 12: Distribution of Activities in School/After School - Gender and Grade Level ............................ 50 

Table 13: Students’ Use of Social Media in the Past Week ........................................................................ 51 

Table 14: Students’ Who Played Video Games in the Past Week .............................................................. 52 

Table 15: Bullying in the Past Month by Gender and Grade Level ............................................................ 53 

Table 16: Sources of Information about Drugs - Overall ........................................................................... 54 

Table 17: Sources of Information about Drugs – By Grade Level ............................................................. 55 

Table 18: Students’ Perception of Ease of Access to Substances ............................................................... 56 

Table 19: Students’ Perception of Ease of Access to Substances - Gender ................................................ 57 

Table 20: Students’ Perception of Ease of Access to Substances - Grade Level ........................................ 58 

Table 21: Students’ Perception of Harm for Using Various Substances .................................................... 59 

Table 22: Students’ Perception of Harm for Using Various Substances .................................................... 60 

Table 23: Students’ Perception of Harm for Using Various Substances .................................................... 60 

Table 24: Students’ Perception of the Reason for Using Drugs ................................................................. 62 

Table 25: Students’ Perception of the Reason for Using Drugs ................................................................. 63 

Table 26: Students’ Perception of the Reason for Using Drugs ................................................................. 63 

Table 27: Consumption Patterns by Gender, Grade Level and Age Group ................................................ 65 

Table 28: Students Usual Sources of Cigarette ........................................................................................... 66 

Table 29: Place Where Students Usually Smoke Cigarette ........................................................................ 68 

Table 30: Consumption Patterns by Gender, Grade Level and Age Group ................................................ 69 

Table 31: Students Usual Sources of Alcohol ............................................................................................ 70 

Table 32: Place Where Students Most Often Drink Alcohol ...................................................................... 71 



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Table 33: Consumption Patterns by Gender, Grade Level and Age Group ................................................ 72 

Table 34: Students Usual Sources of Inhalants ........................................................................................... 74 

Table 35: Places Where Students Most Often Use Inhalants ...................................................................... 75 

Table 36: Consumption Patterns by Gender, Grade Level and Age Group ................................................ 76 

Table 37: Students Usual Sources of Marijuana ......................................................................................... 77 

Table 38:Place Where Students Most Often Use Marijuana ...................................................................... 79 

Table 39: Consumption Patterns by Gender, Grade Level and Age Group ................................................ 80 

Table 40: Students Usual Sources of Fanta ................................................................................................ 81 

Table 41: Places Where Students Most Often Used Fanta ......................................................................... 83 

Table 42: Consumption Patterns by Gender, Grade Level and Age Group ................................................ 84 

Table 43: Students Usual Sources of Energy Drinks .................................................................................. 85 

Table 44: Places Where Students Most Often Use Energy Drinks ............................................................. 86 

Table 45: Lifetime Prevalence of Other Substances ................................................................................... 87 

Table 46: Patterns of ‘Any Substance Use’ – Test of Independence .......................................................... 87 

Table 47: Relationship between Lifetime Use with Gender and Grade Level ............................................ 89 

Table 48: Association Between Drug Use and Ease of Access .................................................................. 89 

Table 49: Ever Being Curious About Trying Drugs ................................................................................... 90 

Table 50: Bullying – Relationship with Grade Level and Gender .............................................................. 91 

Table 51: Bullying – Relationship with Any Drug Use .............................................................................. 91 

Table 52: Social media and Video game – Association with Gender and Grade Level ............................. 92 

Table 53: Social media and Video game – Association with Lifetime Prevalence .................................... 93 

Table 54: Substance Use and Perception of Harm ...................................................................................... 93 

Table 55: Comparison of substances Use Prevalence – 2006, 2009 and 2020 ........................................... 95 

Table 56: Comparison of Lifetime Prevalence – Male versus Female (2009 and 2020) ............................ 95 

Table 57: Perception of Ease of Access various substances - 2009 and 2020 ............................................ 96 

Table 58: Comparison of Responses – Reasons for Drug Use (2009 and 2020) ........................................ 96 

Table 59: Students’ Perception of Harm for Using Various Substances .................................................... 97 

Table 60: Comparison of Mean Age of First Substance Use .................................................................... 107 

Table 61: Consumption Patterns –2020 Prevalence Data ......................................................................... 108 

 

 

  



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List of Figures 

Figure 1: Response Rates for Overall, Grade Level and Type of School ............................................ 44 

Figure 2:Participation in Activities at School or After School ............................................................ 50 

Figure 3: Bullying in the Past Month ................................................................................................... 53 

Figure 4: Sources Of Information About Drugs .................................................................................. 54 

Figure 5: Sources of Information About Drugs - (All the time) .......................................................... 55 

Figure 6: Ease of Access (Easy) for Various Substance ...................................................................... 56 

Figure 7: Comparison of Responses - Easy to Access – Overall, Gender and Grade Level ................ 58 

Figure 8: Perception of Harm from Using Various Substances ........................................................... 60 

Figure 9: Curiosity About Trying Drugs - Overall, Gender and Grade Level ..................................... 64 

Figure 10: Students Usual Sources of Cigarette .................................................................................. 67 

Figure 11: Students Usual Sources of Alcohol .................................................................................... 71 

Figure 12: Students Usual Sources of Inhalants .................................................................................. 74 

Figure 13: Students Usual Sources of Marijuana ................................................................................. 78 

Figure 14: Students Usual Sources of Fanta ........................................................................................ 82 

Figure 15: Students Usual Sources of Energy Drinks .......................................................................... 85 

Figure 16: Any Substance Use- Overall, Gender, Grade Level and Age Group ................................. 88 

 

 

 

 

 

 

 

 

 

 

 

  



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Executive Summary 
 

The Barbados National Primary School Survey 2020 examined drug use and related issues 

among Class 3 and Class 4 students (typically aged 9-11 years) enrolled in public and private 

primary schools across Barbados. It is the third of its kind to be conducted locally, with the 

previous surveys being conducted in 2006 and 2009.  

 

The survey was primarily designed to determine: the prevalence and frequency of drug use, 

common drug sources and locations of use, as well as the age of first use for various substances. 

It also assessed a number of factors associated with drug use, including perceived risk, curiosity, 

access to drugs, parental involvement, school experience, social media use, video gaming and 

bullying.  

 

 

Methodology 

A sample of 1958 students from 50 schools (46 public, 4 private) participated in the survey. The 

sample was selected using a two-stage stratified cluster methodology, with schools being 

selected at the first stage and classes at the second. Proportional sampling was employed, and a 

stratified sampling frame was used at both stages.  The final sampling unit was the class; and 

therefore, all students in the selected classes were included in the sample.   

 

Data was collected using a self-administered questionnaire consisting of 47 closed-ended items 

specifically designed for use in this survey. Questionnaire administration took place in a group 

setting within the classrooms of participating schools. The process was facilitated by a team of 

specially trained interviewers who read the questions aloud to each group. Students were 

instructed to mark their responses on the provided questionnaires. To ensure anonymity, they 

were asked not to write their names or provide any identifying information on their 

questionnaires.   

 

 

 



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Findings 

The weighted demographic profile of participants showed a near equal distribution with respect 

to gender (males=50.7%; females=49.1%) and grade (Class 3=49.4%; Class 4=50.6%). The 

mean age of participants was 10 years with a standard deviation (std.) of 0.732. 

 

Drug Use 

Just over half (56.2%) of all students reported the use of any drug during their lifetime. Of the 

substances investigated, alcohol was most popular (lifetime prevalence=51.7%) followed by 

energy drinks (lifetime prevalence=39.7%) and inhalants (lifetime prevalence=20.9%). Notably 

fewer students reported lifetime use of tobacco cigarettes (4.8%), Fanta1 (4.5%) and marijuana 

(4.3%). The average age of first use for all of the foregoing was between 7 and 8 years.  

 

The past year and past month prevalence rates followed a similar pattern to that for lifetime 

prevalence. Alcohol (past year=26.9%; past month=18%), energy drinks (past year=25.2%; past 

month=18.7%) and inhalants (past year=12.6%; past month=8.6%) had the highest reported rates 

while those for tobacco cigarettes (past year=1.7%; past month=0.7%), marijuana (past 

year=2%; past month=1.2%) and Fanta (past year=2.3%; past month=1.5%) were notably lower.  

 

Friends were the preferred source for tobacco cigarettes, Fanta and marijuana while 

parents/guardians were the most common source for energy drinks and alcohol. The home was 

the most common source for inhalants.  With regards to location of use, the home was most 

commonly cited for all six substances.  

 

In addition to the more traditional substances, the survey also investigated lifetime use of lean2 

and electronic cigarettes (e-cigarettes/vaping)3. Very few students have experimented with either 

of these - lean (3.3%) and e-cigarettes (4.1%).  

                                                           
1 Fanta is wild tobacco smoked in rolled cigarettes. 
2 Lean also known as “Purple Drank” or “Sizzurp” is a mixture of codeine cough syrup, soda and hard candy – 
typically sprite and Jolly Rancher. 
3 Electronic cigarettes or e-cigarettes are electronic devices that produce an aerosol by heating a liquid that usually 
contains nicotine – the addictive substance in tobacco cigarettes – and other chemicals that create the aerosol. Users 
inhale the aerosol into their lungs (Centers for Disease Control and Prevention, 2020).  



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Risk and Protective Factors 

Protective factors are those which reduce the likelihood that an individual will use drugs while 

risk factors are those that make drug use more likely. Overall, students reported higher levels of 

protective factors. 

 

For instance, most reported that their parents were involved in their daily lives and supervised 

their activities. Likewise, most also had a positive school experience, evidenced by their belief 

that they can do well at school, their ability to discuss troubling issues with their teacher and the 

fact that they feel as though they are a part of the school, just to name a few. Many also reported 

being involved in various extracurricular activities.  

 

With regards to risk factors, it is noteworthy that very few students (18.7%) reported being 

curious about trying drugs. However, a large proportion reported social media use and video 

game use. In fact, approximately four out of every 10 students (42.3%) stated that they had used 

social media every day in the week preceding the survey while approximately three out of every 

10 students (32.8%) reported daily video game use during the same time period. When 

compared, females were more likely to report daily social media use (47.7% vs 39.9%) while 

males were more likely to report daily video game use (44% vs 21.1%).   

 

The literature also identifies bullying as a risk factor; and just under half (49.7%) of the students 

indicated that another student had tried to purposely hurt them in the month leading up to the 

survey while just over one quarter (27.7%) admitted to purposely trying to hurt another student 

during the preceding month. 

 

Perception of harm and ease of access are also influential. Smoking cigarettes (89.1%), using 

marijuana (80.2%) and drinking alcohol (73.4%) were considered to be harmful by a large 

percentage of students. Fewer students believed smoking Fanta (66.8%), inhaling common 

products (56.4%), vaping (49.5%) and using lean (31.1%) to be harmful. With regards to ease of 

access, more students believed inhalants (55.5%), alcohol (40.9%) and tobacco cigarettes 

(27.7%) to be easy to obtain when compared with Fanta (18.5%), marijuana (12%), e-cigarettes 

(11.1%) and lean (6.9%).  



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Relationship Testing 

Statistical analysis was carried out to evaluate any relationships between drug use and the 

foregoing risk and protective factors. The results showed that drug use was associated with 

perception of harm and curiosity surrounding drug use.  

 

Ease of access was associated with the use of select substances. Students who considered 

marijuana, inhalants and tobacco cigarettes to be easy to obtain were twice as likely to report 

lifetime use of alcohol, tobacco, inhalants or marijuana. Those who considered alcohol easy to 

obtain were three times more likely to report lifetime use of these substances.  

 

There was also a statistically significant association between the lifetime use of tobacco 

cigarettes, alcohol, inhalants, marijuana and energy drinks and: past week social media use, past 

week video game use, being a bully and being a victim of bullying. 

 

With regards to demographic characteristics, student gender was associated with the use of 

tobacco cigarettes, marijuana, Fanta and energy drinks while grade level was associated with 

alcohol and marijuana use.  

 

Trend Analysis 

Where possible, trend analysis was conducted; however, this was limited due to differences in 

data collection across the three surveys.  

 

A comparison of the 2006, 2009 and 2020 consumption patterns for alcohol (2006=49.3%; 

2009=52.9%; 2020=51.7%), marijuana (2006=2.8%; 2009=4.8%; 2020=4.3%), tobacco 

cigarettes (2006=5.0%; 2009=7.2%; 2020=4.8%) and inhalants (2006=27.5%; 2009=44.9%; 

2020=20.9%) shows that lifetime use increased between 2006 and 2009 but then decreased in 

2020. Of particular note is the marked decrease in inhalant use between 2009 and 2020. In 

contrast, Fanta was the only substance which showed an increase in use between 2009 and 2020 

(2009=3.4%; 2020=4.5%). It should be noted that no 2006 data was available for Fanta. 

 



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Gender analysis showed that the pattern of use among males was similar to that of the wider 

group, whereby cigarette, alcohol, inhalant and marijuana use decreased between 2009 and 2020 

while the use of Fanta increased. Females differed in that they showed an increase in the use of 

alcohol, marijuana and Fanta.  

 

Between 2009 and 2020, perception of harm decreased for alcohol (2009= 75.4%; 2020=73.4%), 

inhalant (2009= 61.2%; 2020=56.4%) and marijuana (2009=86.5%; 2020=80.2%) use but 

increased for tobacco use (2009=86.2%; 2020=89.1%). Fewer students also considered alcohol 

(2009=50.5%; 2020= 40.9%) and marijuana (2009=16.5%; 2020=12.0%) to be easy to obtain.  

 

 

Conclusions 

Alcohol and inhalants were the main substances used by students and were found to have 

relatively high prevalence rates. Cigarette, marijuana and Fanta use was minimal, suggestive 

mainly of experimental use. The use of e-cigarettes, though minimal, is concerning given the 

health risks associated with this phenomenon.  

 

The high use of energy drinks is notable as is the reported use of alcohol and energy drink mixes. 

Energy drinks pose potential risks for the health of children and adolescents and may contribute 

to obesity while the consumption of alcohol and energy drink mixes may be a marker for the 

increased risk of substance use or abuse. As such, parent education and routine screenings for the 

consumption of energy drinks, both alone and in combination with alcohol, should be facilitated.  

 

Very few students have experimented with lean and, due to its dangerous nature, efforts should 

be made to deter increased use among the school population. Harmful effects include seizures, 

dizziness, loss of coordination, respiratory depression, changes in heart rhythm and loss of 

conscious, to name a few. These can be even more pronounced if lean is consumed with alcohol. 

As such, students should be provided with drug education regarding the substance. However, this 

should be handled with care so as not to serve as a “how to” guide for those who are unfamiliar 

with the substance and may be prone to experimentation.  

 



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Age of first use appears to be an important factor in the clinical trajectory of drug abuse or 

dependence. This is important as the age of first substance use for participants in this survey was 

between 7 and 8 years, which is generally classified as early onset.  As such, it is recommended 

that prevention and management strategies address subjects before adolescence, specifically 

before 13 years of age.  

 

Despite being aware of the risks associated with drug use, many students in this survey still 

engaged in such behaviour. Given that risk perception is an important determinant of substance 

use, it is important that credible, accurate and relevant information be provided regarding the 

associated in harms.  

 

The ease of access to various drugs has been recognized as one of the main underlying causes of 

substance use among school children in the Caribbean. This survey supports that theory, as 

perceived ease of access significantly increased the risk for substance use among participants. 

Furthermore, the strong association between drug use and ease of access suggests that alcohol, 

tobacco cigarettes and other substances may be readily available and easily accessible to many 

students.  

 

Recommendations 

1. Drug prevention education should be increased for students of all ages at the primary 

school level. 

2. Drug prevention education should be delivered using a national approach coordinated by 

the NCSA. This should include: 

a. The development and implementation of a national policy guiding the delivery of 

drug prevention education at primary schools 

b. The identification and training of facilitators (e.g. teachers, parents, personnel 

from NGOs, etc.) 

c. The development and delivery of a standardized curriculum/standardized modules 

to ensure that all facilitators are providing the same information 

d. Continuous monitoring and evaluation of efforts 



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3. Efforts should be made to ensure the delivery of the drug prevention education module 

within the Health and Family Life Education curriculum.  

4. Drug prevention education should include information on energy drinks, Fanta, e-

cigarettes (vaping) and lean.  

5. Social determinants associated with drug use should be factored into drug prevention 

efforts. These include but are not limited to: bullying, social media use and video game 

use.  

6. At a wider level, parents should be educated about the drugs used by young persons as 

well as the associated dangers, the signs and symptoms of drug use and their role in drug 

prevention.  

7. School-based prevention efforts should be buttressed with interventions at the community 

level.   

8. Efforts should be made to further restrict children’s access to drugs.  

 

Take Home Message  

Drug use at the primary school level remains minimal and is primarily experimental. 

Nevertheless, its occurrence is concerning, particularly the young age at which persons report 

initiating use, as this can serve as a warning sign for problematic use later in life. 

 

While prevalence rates have generally decreased since the conduct of the last survey in 2009, 

students report limited exposure to drug prevention education from their parents, teachers and 

friends as well as visitors to their school. Therefore, efforts should be made to increase such 

initiatives as this can facilitate a further reduction in drug use among primary school students.  

 

Consideration should be given to using a coordinated approach involving the NCSA, teachers, 

parents and other stakeholders e.g. NGOs, civil society organizations and the Royal Barbados 

Police Force. In addition to ensuring a structured approach, all involved will benefit from shared 

human resources and technical input. This approach can be buttressed with initiatives which 

target parents and the wider community as children spend a large proportion of their lives outside 

of the school setting and can therefore be influenced by drug use and related activities in their 

environs.  



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Key Findings 
 

Parental Supervision/Involvement 

• Greater than 75% of respondents had a positive response (“yes”) to all items in this 

section.  The highest proportion was related to the item – “Most of the time, my 

parents/guardian(s) know where I am after school or on weekends” -where 94% said 

“yes”. 

• Just about six in every ten students (57.4%) believed their parents/guardian talks with 

their teacher. 

 

School Experience 

• Overall, from 70% to as high as 98% of students had a positive perception with regards to 

school experience. 

• Almost all students (97.8%) said they believe they can do well at school, with equally 

high proportions across gender and grade level (98%). 

 

Students’ Extra-Curricular Activities  

• The four most prevalent extra-curricular activities identified by students were: lessons 

(28.5%), sports (27.6%), Cubs/Pathfinder (11.2%), and singing (10.9%).  

 

Using Social Media in the Past Week 

• For the most part, a notable, large proportion of students overall (28.3%) said they did not 

use social media in the past week.  However, four in ten students (42.3%) indicated they 

had used social media ‘everyday’—a higher proportion of females (47.7%) compared to 

males (39.9%).  Females were more likely to indicate use of social media for 1-2 days 

when compared to males (18.1% versus 13.7%).  

 

Playing Video Games in the Past Week 

• As with use of social media, a notable, large proportion of students overall (29.8%) said 

they did not play video games in the past week.  However, three in ten students (32.8%) 



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indicated they had played video games ‘everyday’—twice as many males (44%) 

compared to females (21.1%). 

 

Bullying in the Past Month 

• Just over a quarter of the students overall (27.7%) said that they had purposely tried to 

hurt another student in the month leading up to the survey — a significantly higher 

proportion of males (31.7%) compared to females (23.7%), but about equal proportions 

of Class 3 students (28%) compared to Class 4 students (27.3%). 

• About half of the students overall (49.7%) said that another student had purposely tried to 

hurt them during the preceding month. 

 

Sources of Information 

• Four out of every ten students said parents never spoke to them about drugs (40.9%), 

while 36.7% said teachers never spoke to them, 63.6% said friends never spoke to them 

and 33.3% indicated that visitors to the school never spoke to them. For the most part, 

when information was shared, it was mostly done ‘sometimes’ and mainly by teachers 

(39.7%) followed by visitors to school (38.6%), parents (30.6%) and then friends 

(19.4%). 

 

Access to Drugs 

• More than half of all students felt that it was easy to access inhalants (55%). The 

substance that ranked second in terms of ease of access was alcohol (40.9%) followed by 

cigarette (27.2%), Fanta (18.5%), marijuana (12%), e-cigarettes (11.1) and Lean (6.9%). 

• Females were more likely to indicate that it was easy to obtain inhalants compared to 

males (57.2% versus 54.2%).  Males were more likely to indicate that it was easy to 

access all other substances.    

 

Perception of Harm 

• A notably high proportion of students believed that using marijuana was harmful (eight 

of every ten students overall (80.0%). Seven of every ten believed that drinking alcohol 



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was harmful (73.4%) while six of every ten (66.8%) believed that smoking Fanta was 

harmful.  Smaller proportions, 56.4% for inhalants, 49.5% for e-cigarettes and 31.1% for 

Lean, felt that it was harmful to use these products.  

 

Curiosity about Trying Drugs 

• Overall, 18.7% of students reported being curious about trying drugs, 19.6% of males, 

17.6% of females. 

 

Cigarettes  

• Overall lifetime prevalence of cigarette use was 4.8%. Past year prevalence was 1.7% 

while less than one percent (0.7%) of the students in the survey had used cigarettes 

during the past month. 

• The average age of first use for cigarettes overall was 7.5 years, the second lowest among 

all substances. 

• ‘Friends’ was the preferred source overall, with the other important sources being ‘on the 

block’, the shop, other relatives and, to a lesser extent, siblings. 

• The most frequently identified locations of use were the home, a friend’s house, ‘on the 

block’ or other social events in rank order.  

 

Alcohol  

• Overall lifetime prevalence of alcohol use was 51.7% - more than half of the students 

reported having tried alcohol. Past year prevalence was 26.9% while 18% of the students 

reported using alcohol during the past month. 

• The average (mean) age of first use for alcohol overall was 7.9 years. 

• The preferred source overall was parents/guardians. Other relatives were also important 

sources from which alcohol was obtained.  

• The locations where alcohol was most often consumed were the home, social events or at 

some ‘other place’.  

 

 



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Inhalants 

• The overall lifetime prevalence rate for inhalants was 20.9%, with 12.6% of the students 

reporting use during the past year and one in every eleven students (8.9%) in the past 

month. 

• The average (mean) age of first use of inhalants overall was 7.0 years.   

• The preferred sources overall were some ‘other place’, parents/guardian, the kitchen or 

parent’s/guardian’s bedroom.  

• The most common places where inhalants were used were the home or school.    

 

Marijuana 

• The overall lifetime prevalence rate for marijuana use was 4.3% - about one in twenty-

five students reported having tried marijuana.  Two percent (2%) of the students reported 

use in the past year and just about one percent (1.2%) during the past month. 

• The average (mean) age of first use for marijuana overall was 8.2 years (highest overall 

average among all substances). 

• Friends was the preferred source overall. Other important sources were ‘on the block’, 

parents/guardian and siblings. 

• The most common places of use were the home, a friend’s house, ‘on the block’ or some 

‘other place’.  

 

Fanta 

• Overall, the lifetime prevalence rate for Fanta was 4.5%. Past year prevalence was 2.3% 

while just about one and a half percent (1.5%) of the students had used Fanta during the 

past month. 

• The average (mean) age of first use for Fanta overall was 7.8 years 

• Friends were the preferred source overall. Other important sources were ‘on the block’, 

parents/guardian and other relatives. 

• The most commonly identified places of use were the home, a friend’s house, ‘on the 

block’ or some ‘other place’.  

 



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Energy Drinks 

• Overall, the lifetime prevalence of energy drink use was 39.7% - about one in four 

students reported having tried energy drinks. Approximately one quarter (25.2%) of the 

students had used energy drinks in the past year and 18.7% during the past month. 

• The average (mean) age of first use for Energy drinks overall was 7.8 years.   

• The preferred sources were parents/guardian and the shop. 

• The most common locations where energy drinks were consumed were the home and 

sporting events.  

 

Other Consumption Patterns 

• Overall, the lifetime prevalence rate for the mixture of alcoholic beverages and energy 

drinks was 13.3% - about one in seven students reported having tried this mixture - 

lifetime prevalence was notably different among males (15.3%) and females (11.2%).   

• For e-cigarettes, overall lifetime prevalence was 4.1% (three times higher among males 

(6.1%) when compared to females (2.1%). 

• Prevalence rates for Lean (3.3%) and ‘any other drug (2.3%) were notably low.   

• Prevalence of ‘any use’ was 56.2% - more than half of all students overall had used at 

least one of the following substances: cigarettes, alcohol, marijuana, or inhalant products. 

 

Relationship between Lifetime Substance Use with Gender and Grade Level 

• Prevalence among males was significantly different from that of females with regards to 

the use of cigarettes (p<0.05), marijuana (p<0.01), energy drinks (p<0.001) and Fanta 

(p<0.001). 

• There were statistically significant differences for alcohol use (p<0.01) and marijuana use 

(p<0.01) by grade level.     

 

Association between Lifetime Use of Any Substance and Ease of Access 

• Students who felt that marijuana was easy to obtain were two times more likely (Odds 

Ratio =2.034) to report lifetime use: marijuana, inhalants, cigarettes or alcohol. 



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• Students who felt that inhalants were easy obtain were two times more likely (Odds Ratio 

=2.140) to report lifetime use of any of the four substances. 

• Students who felt that cigarettes were easy to obtain were more than two times more 

likely (Odds Ratio =2.395) to report lifetime use of any of the four substances.  

• Students who felt that alcohol was easy to obtain were three times more likely (Odds 

Ratio =3.288) to report lifetime use of any of the four substances. 

 

Association between Curiosity and Drug Use 

• Students who reported that they had ever been curious about trying drugs were more than 

one and a half times more likely (Odds Ratio =1.6) to report ‘any use’ (i.e. use of either 

cigarettes, alcohol, marijuana or inhalants). 

 

Relationship between Bullying and Gender and Grade Level 

• There was a statistically significant difference between the proportions of males and 

females (9.6 percentage points) who reported purposely trying to hurt other students, 

p<0.001. 

• A higher proportion of Class 3 students reported that other students had purposely tried to 

hurt them when compared those in Class 4 (4.4 percentage points), and this difference 

was approaching statistical significance, p=0.056. 

 

Relationship between Substance Use and Bullying 

• The rate of ‘any drug’ use among those who were bullied (60.2%) was higher than that 

among those who had not been bullied (49.6%). This difference was statistically 

significant, p<.001.  

• The rate of ‘any drug’ use was significantly higher among those who had purposely tried 

to hurt other students (71.9%) than that among those who had not (48.5%), p<0.001.  

 

Social Media and Video Game Use with Gender and Grade Level 

• Social media use was significantly different among males and females (OR=1.29, 

females were 1.2 times more likely to use social media in the past week).  



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• A notably higher proportion of Class 3 students compared to Class 4 students reported 

that they had played video games in the past week and this difference (10.2 percentage 

points) was statistically significant (OR=1.34, Class 3 students were 1.3 times more 

likely to have played video games).   

• There was also a statistically significant difference between the proportions of males and 

females (23.1 percentage points) who reported playing video games (OR=2, males were 

two times more likely to report playing video games in the past month). 

 

Relationship between Drug Use and Social Media and Video Game Use 

• There was a statistically significant association between lifetime use of cigarettes, 

alcohol, inhalants, marijuana and energy drinks and the past week use of social media and 

video games.  

• A strong association was observed between cigarette use and video games (OR=4.064), 

marijuana use and video games (OR=4.034), cigarette use and social media OR=4.431), 

marijuana use and social media (OR=2.954). 

 

Substance Use with Perception of Harm 

• Students who felt there was no harm in using substances reported a higher prevalence of 

lifetime, past year and past month use compared to students who felt it was harmful to 

use the substances. 

 

 

 

 

 

 



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Background 
 

Country Overview 

Barbados is the most easterly island within the Commonwealth Caribbean. It measures 166 

square miles and is divided into 11 parishes. The capital, Bridgetown, is situated in the most 

populous parish: St. Michael. Topographically, Barbados is flat with its highest peak, Mount 

Hillaby in St. Thomas, being 336 metres above sea level.  

 

The country’s most recent census, conducted in 2010, indicated a population of 277, 821 persons 

(males: 133, 018; females: 144, 803) (Barbados Statistical Service, 2013) comprised of various 

ethnic groups. The estimated distribution of these groups is as follows: black 92.4%; mixed 

3.1%; white 2.7%; East Indian 1.3%; other 0.2%; unspecified 0.2% (Index Mundi, 2018). With 

regards to age, children (0 to 14 years) make up 19.7% of the population while the elderly (ages 

65 and over) account for 12.9% (Barbados Statistical Service, 2013).  

 

The residents of Barbados generally enjoy a high standard of living due to the island’s continued 

political, social and economic stability. Since gaining independence on November 30, 1966, the 

country has maintained a system of parliamentary democracy. The government is headed by a 

Prime Minister while the Governor General serves as the head of state, representing Queen 

Elizabeth II. The Bicameral parliament in Barbados consists of the Senate and the House of 

Assembly. Elections are constitutionally due every five years and are conducted using the first-

past-the-post elections system.  

 

Historically, the sugar industry was Barbados’ primary foreign exchange earner; however, 

tourism, light industry and the offshore financial services industry have since taken its place.   

 

Education in Barbados 

Education is universally accessible and is compulsory for those between five and 16 years of age. 

This has contributed to the island having a literacy rate of approximately 99.7%, one of the 

highest in the world (International Monetary Fund, 2018). 

 



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The island’s education system is largely modeled on the British system and is divided into four 

main levels: pre-primary (ages 3-5), primary (ages 5-11), secondary (ages 11-16) and post-

secondary/tertiary (ages 16+) (Ministry of Education, Science, Technology & Innovation, 2015).  

 

The Government provides free pre-primary, primary, secondary and tertiary education to all 

citizens. As such, education is predominantly offered by public institutions at all levels (Ministry 

of Education, Science, Technology & Innovation, 2015). Nevertheless, there are several private 

pre-primary, primary and secondary schools on island.  

 

As of January 2019, there were: 12 public and 10 private nursery schools, 68 public and 23 

private primary schools, 21 public and 10 private secondary schools and 4 tertiary institutions 

registered with the Ministry of Education, Technological and Vocational Training in Barbados 

(Ministry of Education, Technological and Vocational Training, personal communication, June 

24, 2019).  

 

The Local Drug Situation 

Due to its location, Barbados is one of many trans-shipment points for drugs en route from South 

America to Europe, West Africa, the Virgin Islands, Puerto Rico and the United States (Overseas 

Security Advisory Council, 2014). While the island is not a major drug producing country, there 

is some small-scale cultivation of marijuana.  

 

Reports from the Barbados Drug Information Network (BARDIN) show that marijuana, alcohol 

and cocaine (crack and powdered) are the three main drugs which characterize the local drug 

situation. However, data from treatment centres as well as drug seizure data from the Royal 

Barbados Police Force suggest that this traditional profile is slowly diversifying to include 

substances such as ecstasy, crystal meth, amphetamines and opioids (National Council on 

Substance Abuse, 2020). Anecdotal reports also suggest the use of synthetic marijuana and lean 

(a combination of codeine cough syrup, sprite and jolly rancher candy) as well as vaping among 

the local population.  

 

 



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The National Council on Substance Abuse 

The National Council on Substance Abuse (NCSA), established in 1995 under the aegis of the 

Ministry of Home Affairs, is the agency responsible for drug demand reduction activities across 

the island. The Council conducts a wide range of drug prevention programmes and interventions 

at the community, primary and secondary school levels, targeting persons from youth to 

adulthood. 

 

In addition to its general programming, the NCSA also conducts research on various topics 

within the substance abuse field. The findings of such studies highlight current trends and issues 

as well as serve as a useful guide for programme and policy development. As such, it is 

imperative that research be regularly conducted to ensure the availability of up-to-date findings.   

 

In this regard, the NCSA conducted the Barbados National Primary School Survey 2020. It is the 

third of its kind to be conducted locally. Like those conducted in 2006 and 2007, the 2020 survey 

examined drug use and related issues among the primary school population.  

  



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Introduction 
 

International research has shown that drug use during early adolescence is predictive of 

substance abuse disorders in adulthood and is associated with risky sexual behaviours, early 

pregnancy, low educational attainment and involvement in crime, just to name a few (Atherton, 

Conger, Ferrer & Robins, 2016). Therefore, preventing the early onset of drug use is critical. 

Current and reliable research is needed to inform an evidence-based approach and information 

regarding drug use among the younger population is typically gathered through school drug 

surveys.  

 

School Surveys 

School drug surveys are designed to evaluate drug use and related issues among students and are 

administered within the school environment. They are popular as they allow many young persons 

to be surveyed in a single session, thereby making them an efficient and cost-effective means of 

collecting data (United Nations Office on Drugs & Crime, 2003). When conducted at regular 

intervals, these surveys also allow for the monitoring of changes in drug consumption patterns. 

As such, many well-known school surveys are designed to be carried out every 2 (e.g. Inter-

American Drug Use Data System School Surveys; Ontario Student Drug Use and Health Survey) 

to 4 years (e.g. European School Survey Project on Alcohol and Other Drugs).  

 

Drug Use among the Primary School Population 

To date, the National Council on Substance Abuse (NCSA) has conducted five school surveys in 

Barbados: three at the secondary school level (2002, 2006, 2013) and two at the primary school 

level (2006, 2009). These surveys have shown alcohol, marijuana, inhalants and tobacco to be 

the substances most commonly used by local school children (National Council on Substance 

Abuse [NCSA], 2006; 2010; 2015). Of these, alcohol is the most popular (NCSA, 2006; 2010; 

2015).  

 

While the use of illicit drugs, including marijuana (lifetime prevalence rate: 2006= 2.8%; 2009= 

4.8%), has been found to be very low among primary school students in Barbados, 

approximately half have experimented with alcohol (lifetime prevalence rate: 2006=49.3%; 



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2009=52.9%) (NCSA 2006; NCSA, 2010). With regards to tobacco, 7.2% of those taking part in 

the 2009 primary school survey indicated that they had used tobacco cigarettes at least once in 

their lifetime, up from 5.1% in 2006 (NCSA, 2006; NCSA, 2010). The 2009 survey also revealed 

an increase in the use of inhalants among the primary school population, with just under half 

(44.9%) of the students reporting experimentation with such substances, up from 27.5% in 2006 

(NCSA, 2006; NCSA, 2010).  

 

A similar primary school survey was conducted in Bermuda in 2012. In addition to the 

substances investigated in Barbados, this survey also examined the use of energy drinks. The 

prevalence rates for drug use were as follows: energy drinks (52.3%), alcohol (25.2%), inhalants 

(15.3%), marijuana (3.4%) and tobacco (3.1%) (Department for National Drug Control, 2013). 

Except for energy drinks, this pattern is generally consistent with that previously found in 

Barbados. However, it is noteworthy that Bermuda’s prevalence rates were lower than those of 

Barbados, particularly those for alcohol and inhalants which were markedly lower.  

 

It should be noted that the Barbados and Bermuda surveys were the only surveys specifically 

targeting the population of interest (students between the ages of 9 and 11) that could be found 

for the purposes of this literature review. A search of various journal databases suggested that 

most school surveys across the world are conducted with secondary school and high school 

students, starting at age 12. As such, the findings from the Barbados and Bermuda school 

surveys will be supplemented, where appropriate, with the results from secondary school and 

high school surveys.  

 

Age of First Use  

The 2006 Barbados Primary School Survey revealed that approximately half of the students who 

reported using marijuana (43.8%), alcohol (54.0%) or tobacco (45.8%), first did so between the 

ages of 9 and 11 (NCSA, 2006). Inhalants, on the other hand, tended to have a lower age of first 

use with 43.1% of students reporting that they had first used such substances between the ages of 

6 and 8 (NCSA, 2006). Due to differences in reporting style, similar statistics were not available 

for the 2009 Barbados Primary School Survey.  

 



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The 2012 Bermuda Primary School study reported somewhat lower ages of first use. The 

average age of first use for alcohol was 7.8 years, tobacco was 7.7 years and inhalants was 7.6 

years (Department for National Drug Control, 2013). The average age of first use was marginally 

higher for energy drinks (8.2 years) and marijuana (8.3 years) (Department for National Drug 

Control, 2013).   

 

Surveys targeting secondary school and high school students have discovered higher ages of first 

use than those found in the aforementioned primary school surveys. While the ages differ 

according to drug and the age of the survey respondent, such studies have shown them to be 

between 11 (Inter-American Drug Abuse Control Commission, 2016) and 15 years (Boak, Elton-

Marshall, Mann & Hamilton, 2020; Miech, Johnston, O’Malley, Bachman, Schulenberg & 

Patrick, 2019). This trend suggests that the reported age of first use tends to increase as the age 

of the survey respondent increases. This may be due in part to the fact that older students have a 

longer age span over which they can report initiation (Miech et al, 2019).  

 

Drug Sources and Locations of Use 

While drug sources and locations of use typically vary depending on the substance in question, 

school surveys have shown that common sources include: parents/guardians, siblings and other 

relatives, friends, shops, and street vendors just to name a few (Boak et al., 2020; NCSA, 2010; 

Department for National Drug Control, 2013). Likewise, they have shown that common 

locations for drug use include: the home, friends’ houses, the block, and social events (NCSA, 

2010; Department for National Drug Control, 2013).  

 

In Barbados, the family (parents, siblings, other family members) is the most common source for 

alcohol (NCSA, 2010). This coincides with the findings from the 2012 Bermuda Primary School 

Survey and the 2019 Ontario Student Drug and Health Survey, both of which also found the 

family to be the most common source for this substance (Boak et al., 2020; Department for 

National Drug Control, 2013). It is also consistent with the fact that the home was cited as the 

most common location for alcohol consumption among the Barbadian primary school population 

(NCSA, 2010). 

 



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Friends have been found to be the most common source for tobacco and marijuana among 

students of various ages and in multiple countries while the home has been identified as the most 

common location of use in Barbados (Boak et al., 2020; Department for National Drug Control, 

2013; NCSA, 2010).  Similarly, the home has also been identified as the most common source 

of, and location of use for, inhalants (Department for National Drug Control, 2013; NCSA, 

2010). 

 

With regards to energy drinks, the Bermuda Primary School Survey found that most students 

purchased these beverages themselves and consumed them at home (Department for National 

Drug Control, 2013).    

 

Factors Associated with Drug Use 

Research has uncovered various factors associated with drug use among adolescents. Studies 

have shown that those who report a willingness to try drugs and/or have thoughts about trying 

drugs are more likely to use and/or abuse such substances (Atherton et al, 2016). Likewise, those 

who report easy access to drugs and lower levels of perceived harm surrounding drug use are 

also more likely to engage in substance use (Atherton et al, 2016; Lipari, 2013). 

With regards to the family, the quality of the parent-child relationship and parenting practices are 

important (Kliewer & Murrell, 2007). Level of parental supervision is particularly influential, as 

failure to monitor adolescents’ behaviour increases the opportunity for drug use (Durand et al, 

2013; Kliewer & Murrell, 2007).  

 

School experience is another factor which is often associated with drug use. Researchers have 

shown that a connection to school can decrease the likelihood of drug use among adolescents 

(Resnick et al, 1997). Conversely, disengagement from school is a risk factor, as disengaged 

youths may seek affiliation with deviant peers who may introduce them to drug use (Kliewer & 

Murrell, 2007). The student-teacher relationship is also influential, as students who report having 

positive relationships with their teachers tend to report lower levels of drug use (Kliewer & 

Murrell, 2007; National Advisory Committee on Drugs, 2010).   

 



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In addition to the foregoing, there are also several other social factors associated with drug use, 

one of which is social media use. Research has shown that adolescents who use social media are 

more likely to report drug use than those who do not; and the risk is even higher for those who 

have viewed pictures of children or teens getting drunk, using drugs or getting high on Facebook 

and other social networking platforms (Centre for Addiction & Substance Use, 2012; Costello & 

Ramo, 2017). This points to the highly influential nature of social media.  

 

Like social media, video gaming has also been proposed as a digital factor related to drug use. 

However, the findings have been inconsistent. Some studies have identified a relationship 

between gaming and drug use while others have uncovered no such link (Armstrong, Bush & 

Jones, 2010; McClure & Mears, 1986; Walther, Morgenstern, & Hanewinkel, 2012; Wenzel, 

Bakken, Johansson, Götestam, & Øren, 2009). Interestingly, another set of researchers found a 

U-shaped relationship, suggesting that light-gaming (1 to 5 hours per week) may be a protective 

factor while excessive gaming (at least 30 hours per week) may increase the risk for substance 

use (Turel & Bechara, 2019).  

 

Lastly, bullying has been consistently associated with substance use. The evidence suggests that 

bullies engage in drug use at higher rates than students who do not bully their peers (Durand et 

al, 2013; Radliff, Wheaton, Robinson & Morris, 2012).  Similarly, higher rates of drug use have 

been found among bullies as compared to victims of bullying (Liang, Flisher, & Lombard, 2007).  

 

 

 

 

 

 

 

 

 



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Methodology  
 

Rationale for the Current Study 

While research has been conducted on drug use and related issues at the primary and secondary 

school levels in Barbados, much of what exists is outdated - particularly with respect to primary 

school children. This is of concern given the dynamic nature of the drug situation and the 

frequent introduction of new drugs. Similarly, the previous surveys did not examine factors such 

as social media use, video gaming and bullying. As such, the current survey satisfies the need for 

current and more expansive data on the primary school population, which, in turn, can be used to 

develop policies and programmes aimed at preventing drug use among this group.  

 

Research Objectives 

1. To determine the prevalence of drug use among primary school students. 

2. To determine the age at which drugs (legal and illegal) are first used by primary school 
students. 

3. To determine students’ perceptions regarding: 
a. access to drugs 
b. the level of harm associated with drug use 

4. To identify the main sources and locations of use for primary school students. 

5. To assess the following among primary school students: 
a. The level of parental involvement 
b. School experience 
c. The level of participation in extra-curricular activities 
d. The level of curiosity surrounding experimentation with drugs 
e. The prevalence of bullying 
f. The prevalence and frequency of social media use 
g. The prevalence and frequency of video/internet gaming 

6. To determine if there is a relationship between drug use at the primary school level and: 
a. Gender 
b. Grade level 
c. Bullying 
d. Social media use 
e. Video/internet gaming 



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f. Curiosity surrounding experimentation with drugs 
g. Access to drugs 
h. Perception of harm associated with drug use 
i. Parental involvement 
j. School experience 
k. Participation in extra-curricular activities 

7. To examine trends in drug use over time. 
 

Survey Implementation  

As was previously mentioned, this survey is the third in a series of periodic surveys classified as 

The National Primary School Survey conducted by the NCSA.  The current survey was 

implemented with a similar methodology to that used in 2006 and 2009 but entailed minor 

changes to the questionnaire to make it more up-to-date with the current social issues and 

substances being used. 

 

Sample Domains  

The ultimate sampling unit (USU), for operational reasons, was the class. All students from the 

selected classes needed to be included in the sample and therefore, the methodology for this survey 

required the use of two-stage probability sampling. This involved selecting schools with a 

probability proportional to the number of classes in the first stage and Class 3 and Class 4 students 

from each selected school in the second stage.  In both stages, systematic selection from a stratified 

sampling frame was used.   

 

The sample domains are defined as the analytical subgroups for which equally reliable estimates 

were required. The agreed sampling domains for this survey were:  

1. The principal town (St Michael, representativeness for the country’s capital or 

metropolitan area 

2. Other parishes 

3. Private schools  

 

 



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Target Population   

The target population for this survey was all students enrolled in Classes 3 and 4 in Barbados. 

According to the most up-to-date enrolment provided, approximately 4518 students were eligible 

for selection for this survey. 

 

Sample Design    

The design for this survey was a two-stage stratified cluster probability sample.  The sample was 

selected in stages to maximize its efficiency. The stratification of the sample ensured an adequate 

spread within the sampling domains and across the eleven (11) parishes.  The clustering of 

survey elements in this sample design allowed for a reduction in administrative, travel and other 

data collection costs. The three stages of this sample design were:  

• Stage 1: Selection of parishes 

• Stage 2: Selection of schools 

• Stage 3: Selection of students (respondents) 

 

Stratification   

The sample was explicitly stratified by the three domains specified earlier, namely the principal 

parish, other parishes and private schools.  Within each domain, the sample was implicitly 

stratified by parish.  

 

Clustering - all parishes were selected to give the widest representation across the island. During 

the next stage of sampling, clusters of schools were randomly selected within each parish. Within 

each school, classes (3 and 4) were selected systematically to be representative of that parish. 

This allowed for better management of interviewer workload, the sample size and survey costs.  

 

 

 

 



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Sample Frame   

The sampling frame was based on the data and enrolment materials for 2017/18.  It was 

organized based on the list of schools and the distribution of students by grades and gender in 

each school in Barbados.  

 

Sample Size   

The sample size per stratum (Class 3 and Class 4) was determined based on the following key 

assumptions:  

1. The desired level of confidence for key estimates is 95%. This was represented by the 

value of the corresponding two-tailed z-statistic (1.96).  

2. The proportion of students who are aware of drugs and related drug issues was 

conservatively assumed to be at least 50% of the target population.  

3. The anticipated response rate for this survey was 97% (response to enough questions to 

make each survey usable). This is an acceptable assumption based on current trends in 

response rates in school surveys in the region. 

4. Based on previous surveys, 100% of classes were expected to have at least one eligible 

respondent. 

5. The desired margin of error of the estimates was 5%.  

 

EQUATION 1: SAMPLE SIZE FORMULA  

     

  

 

      

 

(1.96)2 * .5 * .5/1 * (0.05)2 * .97 = 396 

 

  n = 

Z 2 * (p) * (1-p) 

I * r * e 2  



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Given that there were three strata (St. Michael, Other parishes and private schools), the total 

sample size was therefore:  396*3=1188 for each class to give total expected sample of (1188*2) 

=2376 

 

Sample Allocation  

Table 1: Sample Frame and Expected Class Sample 

 
Total number of students surveyed versus 

total number in all classes  

Expected number of students 

to be surveyed (class sample) 

 Class 3 

surveyed 

All 

Class 3 

Class 4 

surveyed 

All Class 

4 
Class 3 Class 4 Total 

Blackman & Gollop Primary 26 76 26 87 26 25 51 

Christ Church Girls 19 65 24 85 26 21 47 

Gordon Walters Primary 26 38 25 40 26 25 51 

Milton Lynch Primary 19 39 19 44 22 19 41 

St. Christopher Primary 17 36 24 47 21 21 42 

St. Lawrence Primary 9 9 16 16 14 17 31 

A. DaCosta Edwards Primary 20 20 19 19 18 19 37 

Cuthbert Moore Primary 17 32 21 39 17 21 38 

St. George Primary 26 57 25 55 26 25 51 

St. Luke Primary 10 10 10 10 8 14 22 

Gordon Greenidge Primary 19 22 19 28 24 19 43 

St. James Primary 16 17 19 19 19 16 35 

West Terrance Primary 25 106 29 98 28 29 57 

Mount Tabor Primary 16 16 18 25 13 16 29 

St. Margaret's Primary 12 12 17 17 14 16 30 

St. Bernard Primary 12 19 20 20 12 20 32 

St. Elizabeth Primary 9 9 12 12 17 12 29 

Selah Primary 14 14 16 16 13 16 29 

St. Lucy Primary 17 17 12 12 16 12 28 

Bay Primary 15 58 23 63 24 22 46 

Belmont Primary 15 21 20 35 17 18 35 

Charles F. Broome Mem Primary 23 100 25 100 24 25 49 

Deacons Primary 21 34 22 51 23 22 45 

Eagle Hall Primary 21 34 17 33 22 18 40 

Eden Lodge Primary 23 76 27 80 23 27 50 

George Lamming Primary 19 81 20 66 20 20 40 

Grazettes Primary 4 29 12 32 23 23 46 

Grantley Prescod Memorial 21 46 27 51 21 27 48 

Hindsbury Primary 25 72 27 56 25 27 52 

Lawrence T. Gay Primary 23 86 20 69 23 22 45 

Luther Thorne Memorial 23 84 19 90 20 23 43 



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St. Ambrose Primary 19 22 13 14 20 14 34 

St. Giles Primary 16 63 14 79 22 22 44 

St. Mary Primary 15 34 18 35 17 23 40 

St. Matthew Primary 8 8 17 17 16 22 38 

St. Paul Primary 32 64 32 66 29 34 63 

St. Stephen Primary 13 112 20 107 28 20 48 

Westbury Primary 15 45 20 47 15 19 34 

Wilkie Cumberbatch Primary 28 92 22 81 21 24 45 

Roland Edwards Primary 23 40 21 29 23 21 44 

Hilda Skeene Primary 27 65 21 56 27 20 47 

St. Mark's Primary 15 15 22 22 14 18 32 

St. Martin Mangrove Primary 14 29 19 36 14 19 33 

Hillaby/Turners Hall Primary 33 47 24 50 28 22 50 

Sharon Primary 23 66 18 63 23 18 41 

Welches Primary 24 28 23 18 23 24 47 

Expected Totals from Public Schools 867 2065 934 2135 945 957 1,902 

St. Gabriel's 23 47 25 49 23 25 48 

St. Angela's 21 46 20 41 23 20 43 

Trinity Primary 16 30 16 30 16 16 32 

Seventh Day Adventist 22 42 14 33 20 17 37 

Expected Totals from Private Schools 82 165 75 153 82 78 160 

Grand Totals 949 2230 1009 2288 1027 1035 2,062 

 

Survey Administration 

To achieve the above-mentioned objectives, a quantitative survey was conducted among a 

sample of 1958 Class 3 and Class 4 students drawn from 50 public and private primary schools 

across the 11 parishes.  

 

The research instrument used was a self-administered questionnaire which consisted of closed-

ended questions. Overall, the questionnaire comprised 47 questions (203 variables) and was 

structured according to the following sections:  

1. Demographics 

2. Parental supervision/involvement 

3. School environment 

4. Other social determinants 

5. Sources of information  

6. Access to drugs 

7. Perception of harm 



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8. Reasons for drug use  

9. Curiosity  

10.  Prevalence of drug use 

 

Given the young age of the participants, simple language was used and the Ministry of 

Education, Technological and Vocational Training was consulted to ensure the appropriateness 

of all items. The Ministry of Health and Wellness also provided feedback on the content of the 

questionnaire.  

 

The draft questionnaire was piloted among 41 students (Class 3: 21; Class 4: 20) at the Wesley 

Hall Junior School and adjustments were made in accordance with the feedback from this 

process. Based on the pilot test, it was determined that the instrument would take approximately 

45 minutes to 1 hour to complete.    

 

The official survey process was facilitated by trained interviewers contracted by the NCSA. 

Questionnaire administration took place within a group setting in the classrooms at participating 

schools. The questionnaire was read aloud to each group and students were instructed to mark 

their responses on the provided instruments. To protect the anonymity of participants, they were 

asked not to write their names or any identifying information on the questionnaires.  

 

It should be noted that teachers were asked to leave the room prior to the start of the data 

collection process in an effort to promote honesty in students’ responses. Participants were 

encouraged to direct questions to members of the data collection team should they require 

clarification on any item; and those with literacy problems were identified and assisted, where 

possible, by the interviewers.  

 

Completed questionnaires were returned to the interviewers who placed them in envelopes which 

were then sealed and transported to the NCSA for data entry and storage. 

 

 



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Data Analysis  

Data entry was conducted at the NCSA, where packages were unpacked, counted, numbered, and 

batched for data entry in Microsoft Excel.  Following data entry, the data was verified and cleaned 

in preparation for analysis.  Once this process was completed, the data was then exported to the 

Statistical Package for Social Sciences (SPSS) for analysis.   

 

Descriptive analysis was carried out to determine the distribution of variables. Bivariate analysis 

was performed to explore the relationship between two variables, i.e. whether there were 

differences between the variables and the significance of these differences (chi-square test) or 

whether there was an association and the strength of that association (Odds Ratios).  We report a 

difference as statistically significant if the probability is at the 0.05 level or lower.  

 

 

Weighting the Sample  

The 2020 survey was weighted during analysis to provide for computation of population 

estimates. Using survey weights enables one to make correct inferences about the finite 

population that is represented by the survey. 

 

Sampling weights (probability weights) are needed to correct for imperfections in the sample that 

might lead to bias and other departures between the sample and the reference population.  Such 

imperfections include the selection of units with unequal probabilities, non-coverage of the 

population, and non-response.  In other words, the purposes of weighting are:  

1. To compensate for unequal probabilities of selection.  

2. To compensate for (unit) non-response.  

3. To adjust the weighted sample distribution for key variables of interest (for example, age, 

and sex) to make it conform to a known population distribution. 

 

Sampling weights are the inverse of the likelihood of being sampled. For example, IF  ((School = 

1  & Class = 3)) weight=1/(26/76). Weight = 2.92 for Class 3 students in Blackman and Gollop 

Primary (each Class 3 student had a weight of 2.92) 



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Table 2: Distribution of Respondents by School 

 Un-Weighted Weighted 

 
Class 3 Class 4 Total  Class 3 Class 4 Total  

A Dacosta Edwards Primary 20 19 39 20 19 39 

Bay Primary 15 23 38 58 63 121 

Belmont Primary 15 20 35 21 35 56 

Blackman and Gollop Primary 26 26 52 76 87 163 

Charles F Broome Memorial 
Primary 

23 25 48 100 100 200 

Christ Church Girls 19 24 43 65 85 150 

Cuthbert Moore Primary 17 21 38 32 39 71 

Deacon Primary 21 22 43 34 51 85 

Eagle Hall Primary 21 17 38 34 33 67 

Eden Lodge Primary 23 27 50 76 80 156 

George Lamming Primary 19 20 39 81 66 147 

Gordon Greenidge Primary 19 19 38 22 28 50 

Gordon Walters Primary 26 25 51 38 40 78 

Grantley Prescod Mem Primary 21 27 48 46 -------51 97 

Grazettes Primary 4 12 16 29 32 61 

Hilda Skeene Primary 27 21 48 65 56 121 

Hillaby Turner Hall Primary 33 24 57 47 50 97 

Hindsbury Primary 25 27 52 72 56 128 

Lawrence T Gay Primary 23 20 43 86 69 155 

Luther Thomas Mem Primary 23 19 42 84 90 174 

Milton Lynch Primary 19 19 38 39 44 83 

Mount Tabor Primary 16 18 34 16 25 41 

Roland Edwards Primary 23 21 44 40 29 69 

Selah Primary 14 16 30 14 16 30 

Seventh Day Adventist Primary 22 14 36 42 33 75 

Sharon Primary 23 18 41 66 63 129 

St Ambrose Primary 19 13 32 22 14 36 

St Angelas School 21 20 41 46 41 87 

St Bernard Primary 12 20 32 19 20 39 

St Christopher Primary 17 24 41 36 47 83 

St Elizabeth Primary 9 12 21 9 6 15 

St Gabriel's Primary 23 25 48 47 49 96 

St George Primary 26 25 51 57 55 112 



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St Giles Primary 16 14 30 63 79 142 

St James Primary 16 19 35 17 19 36 

St Lawrence Primary 9 16 25 9 16 25 

St Lucy Primary 17 12 29 17 12 29 

St Luke Primary 10 10 20 10 10 20 

St Margaret's Primary 12 17 29 12 17 29 

St Marks Primary 15 22 37 15 22 37 

St Martin Mangrove Primary 14 19 33 29 36 65 

St Mary Primary 15 18 33 34 35 69 

St Matthew Primary 8 17 25 8 17 25 

St Paul Primary 32 32 64 64 66 130 

St Stephen Primary 13 20 33 112 107 219 

Trinity Primary 16 16 32 30 30 60 

Welches Primary 24 23 47 28 18 46 

West Terrace Primary 25 29 54 106 98 204 

Westbury Primary 15 20 35 45 47 92 

Wilkie Cumberbatch Primary 28 22 50 92 85 177 

TOTAL  949 1009 1958 2230 2286 4516 

 

 

Substance Use Measures and Definitions 

The report primarily emphasizes the prevalence of substance use, i.e. the percentage of students 

who report using a given drug at some point in their lifetime, during the 12 months before the 

survey (past year) or more specifically during the 30 days prior to the survey (past month). It is 

important to note that prevalence does not imply regular, frequent or problematic use, but it is an 

important first-order epidemiological indicator of the size of the population that has at minimum 

tried a substance. Throughout this report certain terms have been used to describe the prevalence 

of substance use. 

 

Definitions of Substance Use Variables: 

Prevalence: The term prevalence refers to the proportion of a population who has used a drug 

over a particular time period. In this survey of primary school students, prevalence is measured 

by asking students to recall their use of drugs.  Typically, the three most widely used recall 



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periods are: lifetime (ever used a drug), past year (used a drug in the last twelve months), and 

past month (used a drug in the last 30 days). 

 

� Lifetime prevalence: the proportion of survey respondents who reported ever having used the

named drug at the time they were surveyed (that is, at least once). A person who records 

lifetime prevalence may – or may not – be currently using the drug. Lifetime prevalence 

should not be interpreted as meaning that people have necessarily used a drug over a long 

period of time or that they will use the drug in the future. 

 

� Past Year or Annual (past 12 months) prevalence: the proportion of survey respondents who

reported using a named drug in the year prior to the survey. For this reason, past year 

prevalence is often referred to as recent use.   

 

� Past Month or Current (past 30 days) prevalence: the proportion of survey respondents who

reported using a named drug in the 30-day period prior to the survey. Past month prevalence 

is often referred to as current use.   A proportion of those reporting current use may be 

occasional (or first-time) users who happen to have used in the period leading up to the 

survey – it should therefore be appreciated that current use is not synonymous with regular 

use. 

 

Limitations 

The results presented in the upcoming section should be considered against the backdrop of 

several limitations. Firstly, the veracity of participants’ responses may have been affected by the 

topic under study. More specifically, students may have falsified their responses in order to 

present themselves in a more favourable light. In accordance with the social desirability bias, this 

can include over-reporting positive behaviours and under-reporting negative ones. However, it is 

hoped that the anonymity and confidentiality afforded by the classroom setting, and the use of 

interviewers as opposed to teaching staff, helped to counteract any impact which the social 

desirability bias may have had on the results.    

 



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Similarly, the reliance on self-reported data may have led to the over- or under-estimation of 

drug use and the other behaviours/issues under study due to students’ inability to accurately 

recall past events.  

 

The young age of participants and the literacy level of some may have hindered their ability to 

accurately interpret and respond to the items on the questionnaire. This has been a limitation in 

all three surveys to date, hence the decision to once again have the questionnaire read aloud to 

students within the classroom/group setting. In conjunction, students were encouraged to seek 

clarification from the data collection team when needed.  

 

The consent process affected participation at a number of schools. While the survey primarily 

relied on principals acting in loco parentis and providing the necessary permission for students to 

participate, a small number of schools required parental consent. This requirement reduced the 

participation rate at some of these schools. Of particular concern, is the possibility that those not 

allowed to participate may have differed from those who completed the questionnaire thereby 

leading to a bias in the estimates. This is also a possible limitation in the context of students who 

were absent on the day of questionnaire administration at their school.   

 

Objectives Not Met 

It should be noted that due to limitations with the structure of the questionnaire, the survey was 

unable to assess the relationship between: (1) drug use and parental involvement and (2) drug use 

and school experience. The variables “parental involvement” and “school experience” were 

assessed through a collection of individual items; however, it was determined at the time of data 

analysis that the use of scale measures would have been better suited for the intended analysis. 

Similarly, it was not possible to evaluate the relationship between drug use and student 

“participation in extracurricular activities”. This was due to consistent errors in the way students 

answered the corresponding item which in turn reduced the reliability of the data for this 

variable. It should be noted that the foregoing issues will be rectified in future editions of the 

survey.  

 

  



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Results 
 

 

 

Table 3 below, shows the distribution of un-weighted respondents by parishes as well as the 

frequency of weighted respondents.  Samples were taken from schools within all parishes.  

Schools in St. Michael and Christ Church represented the highest proportion of respondents 

(58.8% and 12.9%, weighted, respectively). 

Table 3:Distribution by parishes (weighted and unweighted) 

Parish Un-weighted Weighted 

Freq. Percent Freq. Percent 

Christ Church 250 12.8 582 12.9 

St. Andrew 39 2.0 39 0.9 

St. George 109 5.6 203 4.5 

St. John 63 3.2 70 1.6 

St. Joseph 53 2.7 54 1.2 

St. Phillip 118 6.0 223 4.9 

St. Thomas 145 7.4 272 6.0 

St. James 127 6.5 290 6.4 

St. Peter 44 2.2 69 1.5 

St. Lucy 59 3.0 59 1.3 

St. Michael 951 48.6 2655 58.8 

Total 1958 100.0 4516 100.0

 
 
Response Rates (Table 4) 

For the most part, response rates were high. Greater than 92% of expected students in all 

categories answered the questionnaire for the 2020 survey (See Table 4 and Figure 1).  The 

overall response rate was 95% with the highest sub-group being 98.1% for private school 

students. 

 

 

Section A – Demographics 



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Table 4: Response Rates for 2020 Survey 

Overall Class 3 Class 4 Public Private 

1958/2062 949/1027 1006/1035 1801/1902 157/160 

94.9% 92.4% 97.5% 94.7% 98.1% 

 

 

Figure 1: Response Rates for Overall, Grade Level and Type of School 

 

Distribution of Respondents by Gender, Grade Level and Age Group (Table 5) 

Overall, while the differences were small, there were slightly more male respondents (50.7%) 

compared to female respondents (49.1%). A small number of students did not indicate their 

gender (four students).  There was a similar pattern of responses in relation to the grade levels – 

Class 3 (49.4%) compared to Class 4 (50.6%). 

 

With respect to age, students ranged from 8 to 12 years.  The mean age was 10 years with a 

standard deviation (std.) of 0.732.  Eight ages were missing overall.  Ages were grouped for 

further analysis because of the small number of students who were 8 and 12 years old (14 and 16 

respectively).  Those under 10 years accounted for 23.6% of the distribution, those 10 years 

accounted for 49.1%, and those 11 to 12 years accounted for 26.7% of the distribution. 

 

 

 

 

95

92.4

97.5

94.7

98.1

89

90

91

92

93

94

95

96

97

98

99

Overall Class 3 Class 4 Public Private

Response Rates



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45 | P a g e  

 

Table 5: Distribution of Respondents by Gender, Grade Level and Age Group 

  Un-weighted Weighted 

Freq. Percent Freq Percent 

Gender  Male  993 50.7 2288 50.7 

Female  961 49.1 2216 49.1 

      

Grade level Class 3 949 48.5 2230 49.4 

Class 4 1009 51.5 2286 50.6 

      

Age Group Under 10 years 479 24.5 1065 23.6 

10 years  946 48.3 2220 49.1 

11-12 years  525 26.8 1207 26.7 

 

 

Cross-Tabulation – Age and Grade Level by Gender (Table 6) 

There were slightly more males in Class 3 (52.5%) compared to females (47.1%). However, 

there were slightly more females in Class 4 (51%) compared to males (48.9%).  A higher 

proportion of males were in the age groups 8-9 years and 10 years (52.4% and 50.8% 

respectively).  There was a marginally higher proportion of females in the 11-12 age category.   

 

Table 6: Cross-tabulation – Age and Grade Level by Gender 

  Un-weighted (freq./%) Weighted (freq./%) 

Male Female Male Female 

      

Grade level Class 3 514 (54.2) 432 (45.5) 1170 (52.5) 1050 (47.1) 

Class 4 479 (47.5) 529 (52.4) 1118 (48.9) 1166 (51.0) 

      

Age Group 8-9 years 254 (53.0) 225 (47.0) 559 (52.4) 507 (47.6) 

10 years  485 (51.3) 461 (48.7) 1127 (50.8) 1092 (49.2) 

11-12 years  250 (47.6) 275 (52.4) 591 (48.9) 617 (51.1) 

 

 

 

 

 

 



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Students Perception of Parental Supervision or Involvement Overall and by Gender (Table 

7) 

Students were asked to respond to seven questions related to parental supervision or involvement 

(See Appendix 3 – Questionnaire). The response options were ‘yes’ or ‘no’ (questions 4a 

through 4f) and ‘yes, ‘no’ and ‘don’t know’ for question 4g.   

 

The following tables show the population estimates for the students’ responses to the questions 

presented as: a) the overall proportion, and b) cross-tabulations by gender and grade level. 

 

Greater than 75% of respondents had a positive response (“yes”) to all items in this section.  The 

highest proportion was related to the item – “Most of the time, my parents/guardian(s) know 

where I am after school or on weekends” -where 94.4% said “yes” with a slightly higher 

proportion among females (92.4% versus 96.7%). A higher proportion of females responded 

positively to all questions except in the case of – “Most of the time, my parents/guardian(s) 

check my homework” – where there was a higher proportion of males saying “yes”, (81.7% 

versus 79.1%). 

 

Table 7: Perception of Parental Involvement or Supervision – Overall and by Gender 

 Respondents who said “yes” 

Overall Male Female 

My parents/guardian(s) come to meetings at the school with 

my teacher. 

86.3 85.7 87.5 

My parents/guardian(s) know what programs I watch on 

television/electronic devices (e.g. iPads, tablets, cell phones, 

etc.). 

75.5 74.8 76.3 

Most of the time, my parents/guardian(s) know where I am 

after school or on weekends. 

94.4 92.4 96.7 

Most of the time, I am supervised by my parents/guardian(s) 

or another adult after school or on weekends. 

83.0 77.1 89.2 

My parents/guardian(s) know most of my friends  

 

76.2 70.7 81.9 

Most of the time, my parents/guardian(s) check my 

homework. 

80.4 81.7 79.1 

 

Section B - Parental Supervision/Involvement  



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Perception of Parental Involvement with Teacher (Table 8 and Table 9)  

Just about six in every ten students (57.4%) believed that their parents/guardians talk with their 

teacher (higher proportion of students in Class 4 (64.2%) and slightly more females (58.4%).  A 

notable, high proportion (34.2%) said they did not know and 8.4% said “no” they believed their 

parents did not talk with their teacher.   

 

Table 8: Perception of Parental Involvement – Overall, Gender and Grade Level 

My parents/guardian(s) talk with my teacher (e.g. on WhatsApp, before and 

after school, at meetings, etc.) 

 Overall Class 3 Class 4 Male  Female  

Yes 57.4 50.3 64.2 56.2 58.4 

No  8.4 9.6 7.2 9.2 7.7 

Don’t Know 34.2 40.1 28.5 34.7 33.9 

 

With respect to grade level, an equally high proportion of respondents (75-94%) gave a positive 

response (“yes”) to all items in this section.  Class 3 students were more likely to indicate that 

their parents know most of their friends and check their homework most of the time. 

Table 9: Perception of Parental Supervision/Involvement- Overall and Grade Level 

 Respondents who said “yes” 

Overall Class 3 Class 4 

My parents/guardian(s) come to meetings at the school with 

my teacher. 

 

86.3 83.1 89.4 

My parents/guardian(s) know what programs I watch on 

television/electronic devices (e.g. iPads, tablets, cell phones, 

etc.). 

75.5 74.6 76.3 

Most of the time, my parents/guardian(s) know where I am 

after school or on weekends. 

94.4 94.3 94.5 

Most of the time, I am supervised by my parents/guardian(s) 

or another adult after school or on weekends. 

83.0 82.0 84.0 

My parents/guardian(s) know most of my friends  

 

76.2 78.0 74.4 

Most of the time, my parents/guardian(s) check my 

homework. 

80.4 84.7 76.3 

 

 

 



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Students were asked to respond to varying aspects of their school experience with the response 

options of “yes” or “no”.  From Table 10, it can be seen that eight of every ten students (82.3%) 

believe they can talk to their teacher if something is worrying them - more females (84.1%) than 

males (80.6%); and more Class 3 students (85.6) than Class 4 students (79.2%). 

 

Seven of ten students (70%) like going to school – 72.7% females versus 67.5% males; and 

about the same proportion within grades (69.5% Class 3 and 70.4% Class 4).  About eight of 

every ten students (79.6%) said they ‘feel a part of this school’ – slightly more females compared 

to males (80.7% versus 78.5%) and slightly more Class 3 (80.8%) compared to Class 4 (78.4%) 

students.  Almost all students (97.8%) said they believe they can do well at school, with equally 

high proportions across gender and grade level (98%).  Overall, between 70% and approximately 

98% of students had a positive perception with regards to school experience.  

 

Table 10: Perception of School Experience – Overall, Grade Level and Gender 

 Respondents who said “yes” 

Overall Gender Grade Level 

Male Female Class 3 Class 4 

I can talk to my teacher if something is 

worrying me 

82.3 80.6 84.1 85.6 79.2 

I like going to school. 

 

70.0 67.5 72.7 69.5 70.4 

I feel a part of this school. 

 

79.6 78.5 80.7 80.8 78.4 

I believe I can do well at school. 

 

97.8 97.6 97.9 97.6 98.0 

 

 

 

 

 

 

Section C – School Experience 



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Students were asked to indicate which extra-curricular activities they participated in at or after 

school. A list of typical activities was provided and students were asked to select as many as 

applied.  The results are presented in the multiple response frequency table (Table 11) as well as 

multiple response cross-tabulations by gender and grade level (Table 12). 

 

The frequency tables show the number of times students selected the indicated activity. For 

example, from the unweighted responses, 437 students indicated taking part in 

“Cubs/Brownies/Pathfinders” and 343 students in “music”.  The four most prevalent activities 

chosen by students were: lessons (28.5%), sports (27.6%), Cubs/Brownies/Pathfinders (11.1%), 

and singing (10.9%).  

 

Smaller proportions of students indicated participating in music (8.7%), dancing (6.9%), karate 

(3.7%) and the 4H Club (2.6%).  Other activities specified by students were: acting, art, cooking, 

basketball, chess, drama, debates, drawing, netball, swimming, volleyball, Red Cross, sign 

language, steel pan, K-Kids, jewelry, ISCF, hockey, drumming, boxing, football.  

Table 11: Distribution of Responses - Activities in School or After School 

Activities Un-weighted Weighted 

 N Percent N Percent 

Cubs/Brownies/Pathfinders 437 11.1 1016 11.2 
4H club 102 2.6 236 2.6 
Karate 148 3.7 392 4.3 
Music 343 8.7 793 8.7 
Dancing 273 6.9 640 7.0 
Singing 432 10.9 992 10.9 
Sports 1089 27.6 2449 26.9 
Lessons 1124 28.5 2590 28.4 
Total 2948 100 9109 100.0 

 

Cross-Tabulation of Responses for Sex and Grade Level (Table 12) 

In the cross-table, the proportion of students indicating the specific activity is broken down by 

gender and grade level. The Table, for example, shows that there was about an equal proportion 

Section D – Other Social Determinants - Students’ Activities  



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50 | P a g e  

 

of male and female students who participated in “Cubs/ Brownies/Pathfinders”, but a notably 

higher proportion of students in Class 3 (13.5%) compared to Class 4 (8.9%).    

 

Table 12: Distribution of Activities in School/After School - Gender and Grade Level 

 Gender  Grade level  

Male Female  Class 3 Class 4 

Cubs/Brownies/Pathfinders 11.9 10.5 13.5 8.9 

4H club 2.7 2.5 2.7 2.5 

Karate 5.7 2.9 4.7 3.9 

Music 9.0 8.5 9.3 8.2 

Dancing 2.7 11.0 7.9 6.2 

Singing 7.3 14.3 10.5 11.3 

Sports 32.0 22.0 27.3 26.5 

Lessons 28.6 28.3 24.2 32.5 

 
 

 
 

Figure 2:Participation in Activities at School or After School 

 

 

 

0

5

10

15

20

25

30

35

Participation in Activities at School or After School

Male Female Class 3 Class 4



 

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Social Media and Video Games (Table 13 and Table 14) 

Students were asked to state the frequency with which they used social media websites or apps such 

as Instagram, Snapchat, Facebook, WhatsApp etc. during the week leading up to the survey.   They 

were also asked to indicate how often they played video games during the same time period.  The 

options given were: 1-2 days, 3-4 days, 5-6 days, every day and no use of social media/video games 

during the past week. 

 

Use of Social Media in the Past Week (Table 13) 

For the most part, a notably large proportion of students overall (28.3%) said they did not use social 

media in the past week.  However, four in ten students (42.3%) indicated they had used social 

media ‘everyday’—a higher proportion of females (47.7%) compared to males (39.9%).  Females 

were more likely to indicate use of social media for 1-2 days when compared to males (18.1% 

versus 13.7%).  

 

Class 3 students were more likely indicate no use in the past week and use ‘everyday’ while Class 4 

students were more likely indicate use for 1-2 days and 3-4 days. 

 

Table 13: Students’ Use of Social Media in the Past Week 

How many days during the past week did you use social media websites or apps, such as 

Instagram, Snapchat, Facebook, WhatsApp, TikTok? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

1 or 2 days  15.9 13.7 18.1 14.3 17.5 

3 or 4 days 8.5 8.2 8.8 7.6 9.3 

5 or 6 days 5.1 5.1 5.1 4.9 5.3 

Everyday 42.3 39.9 47.7 43.4 41.2 

Did not use social media  28.3 33.1 23.3 29.9 26.7 

 

 

 



 

52 | P a g e  

 

Playing Video Games in the Past Week (Table 14) 

As with social media use, a notably large proportion of students overall (29.8%) said they did not 

play video games in the past week.  However, three in ten students (32.8%) indicated they had 

played video games ‘everyday’—twice as many males (44%) compared to females (21.1%).  

Females were more likely to indicate playing video games for 1-2 days when compared to males 

(22.3% versus 19.3%).  

Table 14: Students’ Who Played Video Games in the Past Week 

How many days during the past week did you play video games? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

1 or 2 days  20.8 19.3 22.3 18.4 23.0 

3 or 4 days 9.4 10.4 8.5 10.4 8.5 

5 or 6 days 7.2 7.8 6.7 8.5 6.0 

Everyday 32.8 44.0 21.1 36.6 29.0 

Did not play video games  29.8 18.5 41.4 26.1 33.4 

 

Class 4 students were more likely indicate they had not played video games in the past week 

(33.4% versus 26.1%).  Class 3 students were more likely to report playing every day compared to 

Class 4 students (36.6% versus 29%).  A slightly higher proportion of Class 4 students indicated 

playing for 1-2 days. 

 

Bullying in the Past Month (Table 15) 

Students were asked if any other student had purposely tried to hurt them or if they had purposely 

tried to hurt any other student during the preceding month.  Options were “yes” or “no”.  

Approximately half of the students overall (49.7%) said that another student had purposely tried to 

hurt them—equal proportions of males and females but a slightly higher proportion of Class 3 

students (52.7%) compared to Class 4 students (46.7%). 

Just over a quarter of the students overall (27.7%) said that they had purposely tried to hurt another 

student—significantly higher proportion of males (31.7%) compared to females (23.7%), but about 

equal proportions of Class 3 students (28%) compared to Class 4 students (27.3%). 



 

53 | P a g e  

 

 

Table 15: Bullying in the Past Month by Gender and Grade Level 

 Respondents who said “yes” 

Overall Gender Grade Level 

Male Female Class 3 Class 4 

Did any other students purposely try to hurt 

you by shoving, hitting, kicking or teasing 

you in the past month? 

49.7 49.5 50.1 52.7 46.7 

Did you purposely try to hurt any other 

student(s) by hitting, shoving, kicking or 

teasing them in the past month? 

27.7 31.7 23.7 28.0 27.3 

 

 

 

Figure 3: Bullying in the Past Month 

 

 

 

 

Students were asked to state the frequency with which persons spoke to them about drugs. These 

included parents, teachers, friends and visitors to the school.  The options were: never, sometimes, 

all the time and can’t remember.   

 

 

0 10 20 30 40 50 60

Overall

Male

Female

Class 3

Class 4

Bullying in the Past Month

Purposely tried to hurt another student

Other students purposely try to hurt you

Section E – Sources of Information  



 

54 | P a g e  

 

Table 16: Sources of Information about Drugs - Overall 

 Percent Responses (Overall) 

Frequency of Persons who Speak about Drugs 

Never Sometimes All the time Can’t 

remember 

Parent 40.9 30.6 17.6 10.9 

Teachers  36.7 39.7 11.2 12.3 

Friends  63.6 19.4 7.8 9.2 

Visitors to school 33.3 38.6 12.0 16.0 

 

 

From Table 16, it can be seen that four out of every ten students said that their parents never spoke 

to them about drugs (40.9%), while 36.7% said teachers never spoke to them, 63.6% said friends 

never spoke to them and 33.3% indicated that visitors to the school never spoke to them. For the 

most part, when information was shared, it was mostly done ‘sometimes’ and mainly by teachers 

(39.7%) followed by visitors to the school (38.6%), parents (30.6%) and then friends (19.4%). 

 

Parents were more likely to speak to their child “all the time” (17.6%) compared to teachers 

(11.2%), friends (7.8%) and visitors to the school (12%).  

 

Figure 4: Sources Of Information About Drugs 

 

 

 

4
0

.9

3
6

.7

6
3

.6

3
3

.3

3
0

.6

3
9

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9

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3
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7

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1
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7
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p a r e n t s t e a c h e r s f r i e n d s v i s i t o r s

Sources  Of  Information About  Drugs

never sometimes all the time



 

55 | P a g e  

 

Sources of Information about Drugs – By Grade Level (Table 17) 

A similar pattern to the overall responses was observed for the two grade levels.  Parents were more 

likely to speak to their child “all the time” followed by teachers, visitors to the school and then 

friends.  

 

 

Figure 5: Sources of Information About Drugs - (All the time) 

 

Table 17: Sources of Information about Drugs – By Grade Level 

Grade Level  Percent Responses (Grade Level) 

Frequency of Persons who Speak about Drugs 

Never Sometimes All the time Can’t 

remember 

Class 3     

Parent 43.2 27.9 18.2 10.7 

Teachers  41.9 32.7 11.9 13.5 

Friends  62.6 18.8 8.2 10.4 

Visitors to school 37.5 35.6 11.7 15.2 

Class 4     

Parent 38.7 33.2 17.1 11.0 

Teachers  31.7 46.6 10.5 11.2 

Friends  64.6 20.0 7.4 8.0 

Visitors to school 29.3 41.5 12.3 16.9 

 

 

 

 

 

 

1
8

.2

1
1

.9

8
.2 1

1
.7

3
0

.6

1
0

.5

7
.4

1
2

.3

parents teac hers f r iends v is i tors

Sources  Of  Information About  Drugs  - (Al l  the t ime)

Class 3 Class 4



 

56 | P a g e  

 

 

 

Perception of Ease of Access to Substances (Table 18) 

Students were asked to indicate how easy it is to obtain various substances such as marijuana, 

inhalants, cigarettes, alcohol, Lean and vape mods/e-cigarettes. Options given were easy, difficult, 

impossible and don’t know.    

 

Table 18: Students’ Perception of Ease of Access to Substances 

 Percent Responses (Overall) 

Ease of Access 

Easy Difficult Impossible Don’t know 

Marijuana 12.0 7.5 15.5 65.0 

Inhalants  55.5 8.2 6.5 29.8 

Cigarettes  27.2 8.0 20.3 44.5 

Alcohol  40.9 10.1 15.4 33.5 

Fanta 18.5 7.1 18.7 55.7 

Lean 6.9 4.5 6.1 82.5 

Vape mods/ e-cigarettes 11.1 8.9 14.8 65.3 

 

More than half of all students felt that it was easy to access inhalants (55.5%). Alcohol (40.9%) was 

considered the second most easily accessible substance followed by cigarettes (27.2%), Fanta 

(18.5%), marijuana (12%), e-cigarettes (11.1) and Lean (6.9%). 

 

Figure 6: Ease of Access (Easy) for Various Substance 

 

55.5

40.9

27.2

18.5

12 11.1
6.9

0

10

20

30

40

50

60

inhalants alcohol cigarette Fanta marijuana e-cigarettes Lean

Ease of Access (Easy) for Various Substance 

Section F – Access to Drugs  



 

57 | P a g e  

 

Perception of Ease of Access – Gender and Grade Level (Tables 19 and 20) 

From Table 19, it can be seen that females were more likely to indicate that it was easy to obtain 

inhalants compared to males (57.2% versus 54.2%).  Males were more likely to indicate that it was 

easy to access all other substances.  With respect to grade level, Class 3 students were more likely 

to indicate that it was easy to obtain marijuana, Lean and Fanta compared to Class 4 students. Class 

4 students were however more likely to indicate that it was easy to obtain inhalants, alcohol, 

cigarettes and e-cigarettes.  

 

Table 19: Students’ Perception of Ease of Access to Substances - Gender 

 Percent Responses (Gender) 

Ease of Access 

Easy Difficult Impossible Don’t know 

Male      

Marijuana 15.4 7.9 15.1 61.6 

Inhalants  54.2 8.7 6.9 30.1 

Cigarettes  30.8 8.7 20.5 39.9 

Alcohol  42.2 11.5 14.6 31.8 

Fanta 22.5 8.5 19.9 49.0 

Lean 9.8 6.5 7.7 75.9 

Vape/e-cigarettes 13.3 11.2 15.2 60.3 

Female      

Marijuana 8.4 7.1 16.1 68.4 

Inhalants  57.2 7.5 6.2 29.3 

Cigarettes  23.2 7.2 20.2 49.4 

Alcohol  39.5 8.7 16.3 35.5 

Fanta 14.4 5.6 17.6 62.4 

Lean 3.9 2.6 4.4 89.2 

Vape/e-cigarettes 8.7 6.6 14.4 70.3 

 

 

 

 

 

 

 

 

 



 

58 | P a g e  

 

Table 20: Students’ Perception of Ease of Access to Substances - Grade Level 

 Percent Responses (Grade Level) 

Ease of Access 

Easy Difficult Impossible Don’t know 

Class 3     

Marijuana 13.1 6.5 14.7 65.7 

Inhalants  50.3 8.2 6.1 35.4 

Cigarettes  26.3 8.5 18.0 47.1 

Alcohol  39.4 10.8 14.8 35.0 

Fanta 19.2 803 16.2 56.3 

Lean 7.3 3.8 4.1 84.7 

Vape/e-cigarettes 10.6 10.1 12.5 66.8 

Class 4      

Marijuana 10.9 8.5 16.3 64.3 

Inhalants  60.6 8.2 6.8 24.4 

Cigarettes  28.1 7.5 22.5 42.0 

Alcohol  42.4 .4 16.0 32.1 

Fanta 17.8 5.9 21.1 55.2 

Lean 6.4 5.2 7.9 80.4 

Vape/e-cigarettes 11.6 7.7 17.0 63.7 

 

 

 

Figure 7: Comparison of Responses - Easy to Access – Overall, Gender and Grade Level 

 

 

 

 

0

10

20

30

40

50

60

70

overall male female Class 3 Class 4

Comparison of Responses - Easy to Access Various Substances

inhalants alcohol cigarette Fanta marijuana e-cigarettes Lean



 

59 | P a g e  

 

 

 

Students were asked to indicate whether they believed that it was harmful to use the following 

substances: cigarettes, alcohol, inhalants (common household products), marijuana, Fanta, Lean, 

and vaping products.  The options were yes, no and don’t know. 

 

Perception of harm associated with using the various substances ranged from a low of 31.1% for 

using Lean to a high of 89.1% for smoking cigarettes (Table 21).  A notably high proportion of 

students believed that using marijuana was harmful - eight of every ten students overall (80.2%). 

Seven of every ten believed that drinking alcohol was harmful (73.4%) while six of every ten 

(66.8%) believed that smoking Fanta was harmful.  Smaller proportions, 56.4% for inhalants, 

49.5% for e-cigarettes and 31.1% for Lean, felt that it was harmful to use these products.  

However, it must be noted that many of the students did not know the harm associated with using 

Lean (63%) or vaping (41.9%). Equally important to note is the fact that 15.9% of students overall 

believed there was no harm in inhaling common household products, while 11.1% believed there 

was no harm associated with drinking alcohol.  

 

Table 21: Students’ Perception of Harm for Using Various Substances 

 Overall Perception of Harm 

Yes No DK 

Smoking cigarettes  89.1 3.8 7.2 

Drinking alcohol  73.4 11.1 15.5 

Inhaling common products 56.4 15.9 27.6 

Using marijuana  80.2 5.1 14.7 

Smoking Fanta 66.8 6.8 26.3 

Using Lean 31.1 5.9 63.0 

Vaping  49.5 8.5 41.9 
  DK= don’t know 

 

When cross-tabulated by gender and grade level (Tables 22 and 23), the same patterns of responses 

were noted for the most part.  Higher proportions of males as well as females, and Class 3 and Class 

4 students felt that it was harmful to smoke cigarettes, drink alcohol and use marijuana.   

 

Section G:  Perception of Harm  



 

60 | P a g e  

 

Table 22: Students’ Perception of Harm for Using Various Substances 

 Percent Responses (Gender) 

Male Female 

Yes No DK Yes No DK 

Smoking cigarettes  87.4 4.8 7.7 90.8 2.7 6.6 

Drinking alcohol  72.0 13.7 14.4 74.9 8.5 16.6 

Inhaling common products 55.6 16.5 27.9 57.3 15.4 27.3 

Using marijuana  77.8 7.2 14.8 82.6 3.0 14.4 

Smoking Fanta 65.9 9.2 24.9 67.6 4.3 28.2 

Using Lean 34.5 7.8 57.7 27.5 3.8 68.7 

Vaping  44.8 12.2 43.1 54.5 4.7 49.4 
 DK= don’t know 

 

Table 23: Students’ Perception of Harm for Using Various Substances 

 Percent Responses (Grade Level) 

Class 3 Class 4 

Yes  No DK  Yes  No DK  

Smoking cigarettes  86.6 4.2 9.2 91.5 3.3 5.2 

Drinking alcohol  71.8 12.0 16.2 74.9 10.3 14.8 

Inhaling common products 53.8 16.4 29.7 59.0 15.4 25.6 

Using marijuana  75.5 5.7 18.8 84.7 4.6 10.6 

Smoking Fanta 66.2 7.2 26.6 67.4 6.3 26.3 

Using Lean 29.2 6.4 64.4 33.0 5.4 61.7 

Vaping  44.0 8.5 47.5 54.9 8.6 36.5 
DK= don’t know 

 

 

Figure 8: Perception of Harm from Using Various Substances 

0

10

20

30

40

50

60

70

80

90

100

Smoking

cigarette

Drinking

alcohol

Inhaling

common

products

Using

marijuana

Smoking Fanta Using Lean Vaping

Perception of Harm from Using Various Substances

overall male female Class 3 Class 4



 

61 | P a g e  

 

 

 

Students were asked to agree or disagree (yes/no/don’t know) with various statements regarding the 

reasons why persons use drugs, (Tables 24, 25 and 26).  For the statement – ‘using drugs make you 

look cool’, only 5.6% of students agreed while about 80% said ‘no’ and about 15% did not know if 

this was the case. Similar small proportions (5-6%) of males and females as well as Class 3 and 

Class 4 students responded ‘yes’ to this statement. 

 

About one in five students (21.7%) agreed that ‘people use drugs because their parents use drugs’. 

This was the case for about the same proportion of males and females (23% versus 20.4%).  

Responses by grade level were not dis-similar (21.8% for Class 3 and 21.7% for Class 4).   

 

Almost three in ten students (28.2%) agreed that ‘People use drugs because other persons in their 

family use drugs’. This was the case for about the same proportion of males and females (28.9% 

versus 27.4%).  Responses by grade level were not dis-similar (28% for Class 3 and 28.4% for 

Class 4).   

 

About half of all students (50.9%) agreed that ‘People use drugs because their friends use drugs’. 

This was the case for about the same proportion of males and females (50.5% versus 51.4%).  

However, analysis by grade level revealed that the percentage of Class 4 students (54.6%) in 

agreement with the statement was higher than that for Class 3 students (47%).  

 

 

 

 

 

 

 

 

 

 

Section H – Reason for Drug Use 



 

62 | P a g e  

 

Table 24: Students’ Perception of the Reason for Using Drugs 

 Overall 

Reason for drug use 

Yes No DK 

Using drugs makes you look cool 

 

5.6 79.5 14.9 

People use drugs because their parents use drugs. 

 

21.7 29.0 49.3 

People use drugs because other persons in their family use drugs. 28.2 2.3 49.5 

People use drugs because their friends use drugs 

 

50.9 16.1 33.0 

People use drugs to feel less stressed. 

 

53.0 14.9 32.1 

People use drugs to relax. 

 

44.3 20.0 35.7 

People want to use alcoholic drinks when they see them advertised. 37.1 16.1 46.8 

People want to smoke marijuana when they see other people smoking 

marijuana. 

38.0 15.9 46.1 

      DK= don’t know 

 

A little more than half of the students (53%) agreed that ‘People use drugs to feel less stressed’. 

This was the same pattern of response for about the same proportion of males and females (50.5% 

versus 55.7%).  Responses by grade level were very dis-similar, four in ten students from Class 3 

(44.6%) and six in ten from Class 4 (61.2%) agreed with this statement. 

 

About four in ten students (44.3%) agreed that ‘People use drugs to relax’. This was the same 

pattern of response for about the same proportion of males and females (42.3% versus 46.5%).  

Responses by grade level were very dis-similar, 36.9% of Class 3 students and more than half 

(51.6%) from Class 4 agreed with this statement. 

 

A little more than one-third of all students (37.1%) agreed that ‘People want to use alcoholic drinks 

when they see them advertised’. This was the case for about the same proportion of males and 

females (38% versus 36%).  Responses by grade level were not dis-similar (37.4% for Class 3 and 

36.8% for Class 4).   

 

A little less than four in ten students (38%) agreed that ‘People want to smoke marijuana when they 

see other people smoking marijuana’. This was the case for about the same proportion of males and 



 

63 | P a g e  

 

females (39.2% versus 36.5%).  Responses by grade level were not dis-similar (37.3% for Class 3 

and 38.7% for Class 4).   

 

Table 25: Students’ Perception of the Reason for Using Drugs by Gender 

 Percent Responses (Gender) 

Male Female 

Yes No DK Yes No DK 

Using drugs makes you look cool 

 

6.4 79.2 14.4 4.8 79.6 15.5 

People use drugs because their parents 

use drugs. 

23.0 30.2 46.8 20.4 27.8 51.9 

People use drugs because other persons in 

their family use drugs. 

28.9 24.2 46.9 27.4 20.2 52.3 

People use drugs because their friends use 

drugs 

50.5 17.4 32.1 51.4 14.6 34.1 

People use drugs to feel less stressed. 50.5 19.4 30.2 55.7 10.2 34.1 

People use drugs to relax. 

 

42.3 23.4 34.3 46.5 16.5 37.1 

People want to use alcoholic drinks when 

they see them advertised. 

38.0 16.2 45.8 36.0 15.8 48.2 

People want to smoke marijuana when 

they see other people smoking marijuana. 

39.2 16.9 43.9 36.5 15.0 48.6 

 DK= don’t know 

 

Table 26: Students’ Perception of the Reason for Using Drugs by Grade 

 Percent Responses (Grade Level) 

Class 3 Class 4  

Yes  No DK  Yes  No DK  

Using drugs makes you look cool 

 

6.2 79.0 14.8 5.1 80.0 15.0 

People use drugs because their parents use 

drugs. 

21.8 30.6 47.7 21.7 27.4 50.9 

People use drugs because other persons in 

their family use drugs. 

28.0 23.3 48.7 28.4 21.2 50.3 

People use drugs because their friends use 

drugs 

47.0 19.6 33.5 54.6 12.8 32.6 

People use drugs to feel less stressed. 

 

44.6 19.2 36.2 61.2 10.7 28.1 

People use drugs to relax. 

 

36.9 24.7 38.4 51.6 15.4 33.0 

People want to use alcoholic drinks when 

they see them advertised. 

37.4 17.6 45.0 36.8 14.6 48.6 

People want to smoke marijuana when 

they see other people smoking marijuana. 

37.3 17.8 44.9 38.7 14.4 47.3 

DK= don’t know 

 



 

64 | P a g e  

 

 

 

Students were asked if they were ever curious about trying drugs.  Overall, 18.7% said yes -19.6% 

of males, 17.6% of females, 18.5% of Class 3 students and 18.8% of Class 4 students (Figure 9).  

 

Figure 9: Curiosity About Trying Drugs - Overall, Gender and Grade Level 

 

  

 

This section presents consumption patterns, age of first use, drug sources, and locations of use for  

tobacco/cigarettes, alcohol, inhalants, marijuana, Fanta, energy drinks, other drugs (e-

cigarettes/vaping products and Lean).  The tables in this section present the percentage of students 

reporting use of cigarettes, inhalants, alcohol, marijuana and other substances for lifetime, past year 

and past month.   

 

Tobacco – Cigarettes (Table 27) 

Lifetime 

Overall lifetime prevalence of cigarettes was 4.8% - one in twenty students reported having tried 

cigarettes.  The average lifetime prevalence of cigarette smoking was notably different among 

males (6.6%) compared to females (3.1%).  Prevalence by grade level was not dis-similar - a 

slightly higher proportion among Class 3 (5.2%) compared to Class 4 (4.5%). Prevalence was 

slightly higher in the lower age cohort, i.e. those 8-9 years old (5.7%), and decreased to 4.5% 

among those 10 years old and 5.2% among those 11-12 years old. 

16.5

17

17.5

18

18.5

19

19.5

20

Overall Male Female Class 3 Class 4

Curiosity About Trying Drugs 

Section I – Curiosity about trying Drugs 

Section J – Prevalence of Drug Use  



 

65 | P a g e  

 

Past Year 

On average, 1.7% of the students in the survey had used cigarettes during the past year. The average 

rate for males (2.7%) was about four times that of females (0.6%).  Past year prevalence was also 

higher among Class 3 students (2.1%) compared to Class 4 students (1.2%).  Comparison of 

prevalence rates by age grouping showed marginal differences, with somewhat higher proportions 

among students 11-12 years (5.2%) and those 8-9 years (5%) compared to those 10 years old 

(4.5%).  

 

Past Month 

On average, less than one percent (0.7%) of the students in the survey had used cigarettes during 

the past month. The average rate for males was 1.3%. There was negligible use among females 

(0.1%).  Though past month prevalence was also higher among Class 3 students (0.9%) compared 

to Class 4 students (0.5%), these are negligible proportions.  Comparison of prevalence by age 

grouping also showed negligible use among the age groups (0.3-1%), with higher proportions 

among the youngest cohort.  

Table 27: Consumption Patterns by Gender, Grade Level and Age Group 

  Prevalence 

Lifetime Past Year Past Month 

Overall  4.8 1.7 0.7 

     

Gender  Male  6.6 2.7 1.3 

Female  3.1 0.6 0.1 

    

Grade level Class 3 5.2 2.1 0.9 

Class 4 4.5 1.2 0.5 

    

Age Group 8-9 years 5.7 5.0 1.0 

10 years  4.5 4.5 0.5 

11-12 years  5.2 5.2 0.3 

 

Age of First Use for Cigarettes   

The average (mean) age of first use for cigarettes overall was 7.5 years (the second lowest average 

among all substances (see Table 60, Appendix 1).  Age of first use for males (7.7 years) was a little 

later than that for females (7.3 years) – females were more likely to report an earlier age of first use 

for cigarettes.   Overall, 65.6% of students who had used cigarettes had use this substance before 



 

66 | P a g e  

 

age 8 - 62% of males versus 73% of females and 74.2% of Class 3 versus 55.7% of Class 4 

students.  

 

Usual Source of Cigarettes (Table 28)  

Friends (32.7%) was the main source of cigarettes followed by ‘on the block’ (18.5%), the shop 

(14.5%), other relatives (13%), parents/guardian (8.4%), and siblings (8%). Males were more likely 

to obtain cigarettes from friends (34.2%), ‘on the block’ (21.1%) and from the shop (17.8%).  

However, females were more likely to obtain cigarettes from friends (27%), other relatives (20.3%), 

siblings (14.9%) and ‘on the block’ (13.5%).   

 

A higher proportion of Class 3 students (34.8%) indicated receiving cigarettes from their friends. 

The next most prevalent responses were: the shop (15.6%), ‘on the block’ (12.6%) and other 

relatives (11.9%). For Class 4 students, the most prevalent responses were: friends (28.9%), ‘on the 

block’ (27.8%), other relatives (14.4%), and the shop (12.2%). 

 

Friends were the preferred source overall. The other important sources were ‘on the block’, the 

shop, other relatives and, to a lesser extent, siblings. 

Table 28: Students Usual Sources of Cigarettes 

From whom/where do you usually get cigarettes? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

Friends 32.7 34.2 27.0 34.8 28.9 

Parents/Guardian 8.4 7.2 10.8 8.1 8.9 

On the block 18.5 21.1 13.5 12.6 27.8 

Shop 14.5 17.8 8.1 15.6 12.2 

Brother/Sister 8.0 4.6 14.9 9.6 5.6 

Other relative(s) 13.0 9.9 20.3 11.9 14.4 

Some other place 5.3 5.3 5.4 7.4 2.2 

 



 

67 | P a g e  

 

 

Figure 10: Students Usual Sources of Cigarettes 

 

Where Cigarettes Most Often Smoked (Table 29) 

For students who smoked cigarettes, the main location of use was the home (35.2%).  Fewer 

students smoked at a friend’s house (27.5%), or ‘on the block’ (15.5%).  A higher proportion of 

females reported smoking cigarettes at home (females: 41.3%; males: 33.1%) or at social events 

(females: 23.8%; males: 0.8%).  Males, however, were more likely to smoke ‘on the block’ (males: 

21.5%; females: 3.2%) or at a friend’s house (males: 29.2%; females: 22.2%). Males were the only 

set of students that reported smoking at school or at sporting events. 

Tabulation by grade level showed that Class 3 students were more likely to use cigarettes most 

often at home (36.4%), ’on the block’ (17.2%), at a friend’s house (21.2%) or at some ‘other place’ 

(11.1%).  Class 4 students showed about the same pattern: more likely to use cigarettes most often 

at home (34%) at a friend’s house (34%), on the block (13.8%) or at other social events (9.6%). 

 

The places most often indicated for cigarette use were: the home, a friend’s house, ‘on the block’ 

and other social events.  

 

 

Friends, 32.7

Parents/Guard
ian, 8.4On the block, 

18.5

Shop, 14.5

Brother/Sister, 
8

Other 
relative(s), 13

Some other 
place, 5.3



 

68 | P a g e  

 

Table 29: Place Where Students Usually Smoke Cigarettes 

Where do you most often smoke cigarettes? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

At home 35.2 33.1 41.3 36.4 34.0 

At school 3.1 4.6 0.0 3.0 3.2 

On the block 15.5 21.5 3.2 17.2 13.8 

At a friend’s house 27.5 29.2 22.2 21.2 34.0 

At sporting events 2.1 3.1 0.0 4.0 0.0 

At other social events 8.3 0.8 23.8 7.1 9.6 

Some other place 8.3 7.7 9.5 11.1 5.3 

 

 

Alcohol – Like beer, rum, wine, gin, vodka) (Table 30) 

Lifetime 

Overall lifetime prevalence of alcohol use was 51.7% - more than half of the students overall 

reported having tried alcohol.  Female students (52.7%) reported a slightly higher lifetime 

prevalence of alcohol use than male students (50.6%).   

Prevalence by grade level was notably different, a higher proportion of Class 4 (54.4%) students 

compared to Class 3 (48.8%) reported lifetime use.  Prevalence was slightly lower in the younger 

age cohort, those 8-9 years old (49.3%), and increased as age increased – 50.4% among those 10 

years old and 56.3% among those 11-12 years old. 

 

Past Year 

On average, 26.9% of the students in the survey had used alcohol during the past year. The average 

rate for males (28%) was about 2.2 percentage points higher than that of females (25.8%).  Past 

year prevalence was also higher among Class 4 (30.9%) compared to Class 3 (22.8%) students. A 

comparison of prevalence rates by age grouping showed a higher proportion among students 11-12 

years (32.1%) which decreased as age cohort decreased – those 10 years old (25.7%) and those 8-9 

years (23.5%).  

 

Past Month 

On average, 18% of the students in the survey reported using alcohol during the past month. The 

average rate for males was 17.7% compared to 18.2% among females.  Past month prevalence was 

notably higher among Class 4 students (20.8%) compared to Class 3 students (15.1%).  A 



 

69 | P a g e  

 

comparison of prevalence rates by age grouping also showed a higher proportion among students 

11-12 years (20.9%) which decreased to 16.8% among those 10 years old and then showed a slight 

increase to 17.2% for those 8-9 years.  

Table 30: Consumption Patterns by Gender, Grade Level and Age Group 

  Lifetime Past Year Past Month 

Overall   51.7 26.9 18.0 

     

Gender  Male  50.6 28.0 17.7 

Female  52.7 25.8 18.2 

     

Grade level Class 3 48.8 22.8 15.1 

Class 4 54.4 30.9 20.8 

     

Age Group 8-9 years 49.3 23.5 17.2 

10 years  50.4 25.7 16.8 

11-12 years  56.3 32.1 20.9 

 

Age of First Use of Alcohol    

The average (mean) age of first use of alcohol overall was 7.9 years.  Age of first use for males (7.9 

years) was the same as that for females (7.9 years).  Overall, 55% of students who had used alcohol 

had done so before age 8 – 55.2% of both males and females and 64.9% of Class 3 compared to 

46.7% of Class 4 students.  

 

Usual Sources of Alcohol (Table 31) 

Parents (68.9%) were the main source of alcohol for students who reported lifetime alcohol use 

followed by other relatives (13%).  All other sources accounted for less than four percent each.  

Males as well as females were more likely to report their parents/guardian as their main source of 

alcohol (63.1% males and 74.5% females).  The next source of note for both males and females was 

other relatives (14.1% and 12% respectively).  

 

A higher proportion of Class 3 students (70.8%) compared to 67.2% of Class 4 students indicated 

obtaining alcohol from their parents/guardian.   The next source of note for both Class 3 and Class 4 

students was also other relatives (10.9% and 15% respectively), noting that a higher proportion of 

Class 4 students indicated other relatives. 

 



 

70 | P a g e  

 

The preferred source overall was students’ parents/ guardian. Other relatives were also an 

important source.  

Table 31: Students Usual Sources of Alcohol 

From whom/where do you usually get alcohol? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

Friends 3.3 4.2 2.4 3.0 3.4 

Parents/Guardian 68.9 63.1 74.5 70.8 67.2 

Brother/Sister 3.8 3.4 4.2 3.4 4.1 

Other relative(s) 13.0 14.1 12.0 10.9 15.0 

On the block 2.3 4.4 0.4 3.1 1.6 

Shop 2.5 3.8 1.3 3.0 2.0 

Took from home without permission 2.4 2.5 2.2 2.2 2.5 

Some other place 3.8 4.5 3.1 3.4 4.1 

 

Where Alcohol Most Often Used (Table 32) 

Of the students who reported lifetime alcohol use, the main location for use was the home (76.5%) 

– 75.1% males and 78.2% of females.  The next locations of note were some ‘other place’ (8.8%) 

and social events (6.9%). Use at the other locations noted in the Table were negligible, ranging 

from 0.7-3.4%.  

 

Apart from the home, other locations for males were ‘on the block’ (6.3%), social events (6.9%) 

and ‘other places’ (6.3%).  The only other notable locations indicated by females besides the home 

were social events (7%) and ‘other places’ (10.9%). As with males, use at the other locations noted 

in the Table were negligible, ranging from 0.1-2.2%. 

 

Tabulation by grade level showed the same pattern observed for tabulation by gender – the main 

locations where alcohol was used included the home, social events or at some ‘other place’.  This 

was the case for both Class 3 and Class 4 students. 

 

The preferred locations most often indicated for alcohol consumption were the home, social 

events or some ‘other place’.  



 

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Figure 11: Students Usual Sources of Alcohol 

 

Table 32: Place Where Students Most Often Drink Alcohol 

Where do you most often drink alcohol? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

At home 76.5 75.1 78.2 76.3 76.7 

At school 0.9 0.9 1.0 1.5 0.4 

On the block 3.4 6.3 0.7 4.7 2.3 

At a friend’s house 2.8 3.2 2.2 2.2 3.3 

At sporting events 0.7 1.3 0.1 0.2 1.1 

At other social events 6.9 6.9 7.0 7.5 8.5 

Some other place 8.8 6.3 10.9 7.7 9.8 

 

 

Inhalants (Table 33) 

(Purposely inhaling household cleaning products such as, glue, paint, gas, hair spray, nail 

polish remover, markers) 

Lifetime 

Overall lifetime prevalence of inhalants was 20.9% - one in five students reported having tried a 

household product that was inhalable.  The average lifetime prevalence of inhalants was marginally 

higher among females (21.1%) compared to males (20.6%).  Prevalence by grade level was not that 

dis-similar, a slightly higher proportion among Class 3 (22.2%) compared to Class 4 (19.5%) 

students. Prevalence was slightly higher in the lower age cohort, those 8-9 years old (23.3%), and 

Friends
3%

Parents/Guardian
69%

Brother/Sister
4%

Other relative(s)
13%

On the block
2%

Shop…

Took from home …

Some other place
4%



 

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decreased as age increased – to 21% among those 10 years old and 18.2% among those 11-12 years 

old. 

 

Past Year 

On average, 12.6% of the students in the survey had tried inhalants during the past year. The 

average rate for males  (12.1%) was slightly lower than that for females (13.1%).  Past year 

prevalence was also higher among Class 3 (12.1%) compared to Class 4 (13.2%) students.  

Comparison of prevalence by age grouping showed similar proportions among students 11-12 years 

(12.4%), those 10 years (12.6%) and those 8-9 years old (12.6%).  

 

Past Month 

On average, one in every eleven students (8.6%) in the survey had tried inhalants in the past month. 

The average rate for males was (7.6%), however the prevalence among females was about 2 

percentage points higher (9.5%).  Past month prevalence was approximately the same among Class 

3 (8.9%) and Class 4 students (8.4%).  Comparison of prevalence by age grouping showed a higher 

proportion in the lower age cohort, those 8-9 years old (10.1%), which decreased as age increased – 

to 8.4% among those 10 years old and 7.4% among those 11-12 years old.  

 

Table 33: Consumption Patterns by Gender, Grade Level and Age Group 

  Lifetime Past Year Past 

Month 

Overall   20.9 12.6 8.6 

     

Gender  Male  20.6 12.1 7.6 

Female  21.1 13.1 9.5 

     

Grade level Class 3 22.2 12.1 8.9 

Class 4 19.5 13.2 8.4 

     

Age Group 8-9 years 23.3 12.6 10.1 

10 years  21.0 12.6 8.4 

11-12 years  18.2 12.4 7.4 

 

 



 

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Age of First Use of Inhalants   

The average (mean) age of first use of inhalants overall was 7.0 years.  Age of first use for males 

(7.1 years) was a little later than that for females (6.9 years) – females were more likely to report an 

earlier age of first use for inhalants.   Overall, 64.3% of students who had tried inhalants had done 

so before age 8 – 67.1% of males versus 61.2% of females and 66.6% of Class 3 versus 61.7% of 

Class 4 students.  

 

Usual Sources of Inhalants (Table 34) 

The main source of inhalants for students who reported lifetime inhalants use was ‘other places’ 

(24.1%) followed by parents/guardian (20.7%).  Other likely sources of note were ‘from the 

kitchen’ (15.7%) and ‘from parents’/guardian’s bedroom’ (12.9%).  Males were more likely to 

obtain inhalants from their parents/guardian (22.5%), some ‘other place’ (18.4%), the kitchen 

(16.8%), and from friends (13.1%) or their parents’/guardian’s bedroom (12.6%).  Like males, 

females were more likely to obtain inhalants from their parents/guardian (19%), some ‘other place’ 

(29.1%), the kitchen (14.8%), and from their parents’/guardian’s bedroom (13.1%).   

 

A higher proportion of Class 3 students (24.9%) indicated that they obtained inhalants from their 

parents/guardian, some ‘other place’ (22.3%), the kitchen (14.3%), their parents’/guardian’s 

bedroom (14.1%) or from friends (8.8%).  The rank order for Class 4 students was somewhat 

different. A higher proportion of Class 4 students (25.9%) indicated that they obtained inhalants 

from some ‘other place’, followed by the kitchen (17.1%), their parents/guardian (16.4%), their 

parent’s/guardian’s bedroom (11.6%) or from friends (9.6%). 

 

The preferred sources overall were from some ‘other place’, parents/guardian, the kitchen or 

parent’s/guardian’s bedroom.  

 

 

 

 

 



 

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Table 34: Students Usual Sources of Inhalants 

From whom/where do you usually get inhalants? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

Friends 9.2 13.1 5.7 8.8 9.6 

Parents/Guardian 20.7 22.5 19.0 24.9 16.4 

Brother/Sister 5.6 5.3 6.1 3.5 7.7 

Other relative(s) 5.4 3.7 7.0 5.7 5.0 

Medicine cabinet 6.4 7.6 5.3 6.2 6.6 

From the kitchen 15.7 16.8 14.8 14.3 17.1 

Parents/guardian bedroom 12.9 12.6 13.1 14.1 11.6 

Some other place 24.1 18.4 29.1 22.3 25.9 

 

 

 

Figure 12: Students Usual Sources of Inhalants 

 

Places Where Students Most Often Use Inhalants (Table 35) 

Of the students who tried inhalants, the main location for use was the home (68.6%) - six of every 

ten students had tried it at home.  This was followed by some ‘other place’ (9.8%) and at school 

(9.2%).  Fewer students tried inhalants at social events (9.8%), or on the block (4%).  A higher 

proportion of females (71.1%) compared to males (66%) tried inhalants at home or at school (10% 

females versus 8.4% males) or at some ‘other place’ (12.4% females versus 7% males). 

 

Friends, 9.2

Parents/Guard

ian, 20.7

Brother/Sister, 

5.6

Other 

relative(s), 5.4
Medicine 

cabinet, 6.4

From the 

kitchen, 15.7

Parents/guardi

an bedroom, 

12.9

Some other 

place, 24.1



 

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For grade level, about the same proportion of Class 3 students (68.5%) compared to Class 4 

students (68.9%) tried inhalants at home. However about twice as many Class 4 students tried 

inhalants at school (12% versus 6.5%).   

 

The places most often indicated for using inhalants were the home, some ‘other place’ or at 

school.    

Table 35: Places Where Students Most Often Use Inhalants 

Where do you most often use inhalants? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

At home 68.6 66.0 71.1 68.5 68.9 

At school 9.2 8.4 10.0 6.5 12.0 

On the block 4.0 6.3 1.8 5.4 2.5 

At a friend’s house 3.8 4.0 3.6 2.5 5.1 

At sporting events 1.9 3.5 0.4 2.0 1.6 

At other social events 3.7 4.9 0.7 3.2 2.1 

Some other place 9.8 7.0 12.4 11.9 7.8 

 

 

 

Marijuana – Weed, joint, hash, spliff (Table 36) 

Lifetime 

Overall lifetime prevalence of marijuana use was 4.3% - about one in twenty-five students reported 

having tried marijuana.  The average lifetime prevalence of marijuana use was notably different 

among males (5.7%) and females (2.9%).  Prevalence by grade level was also dis-similar - a 

slightly higher proportion among Class 3 (5.3%) compared to Class 4 (3.3%) students. Prevalence 

was notably higher in the younger age cohort, those 8-9 years old (6%), and decreased to 3.7% 

among those 10 years old and 3.9% among those 11-12 years old. 

 

Past Year 

On average, 2% of the students in the survey had used marijuana during the past year. The average 

rate for males (3.1%) was about three times that of females (0.9%).  Past year prevalence was also 



 

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higher among Class 3 (2.5%) compared to Class 4 (1.4%) students.  Comparison of prevalence by 

age grouping showed higher proportions among students 8-9 years (3.4%) and those 10 years (2%) 

compared to those 11-12 years old (0.8%).  

 

Table 36: Consumption Patterns by Gender, Grade Level and Age Group 

  Lifetime Past Year Past 

Month 

Overall   4.3 2.0 1.2 

     

Gender  Male  5.7 3.1 1.6 

Female  2.9 0.9 0.7 

     

Grade level Class 3 5.3 2.5 1.5 

Class 4 3.3 1.4 0.8 

     

Age Group 8-9 years 6.0 3.4 2.2 

10 years  3.7 2.0 1.0 

11-12 years  3.9 0.8 0.6 

 

Past Month 

On average, just about one percent (1.2%) of the students in the survey had used marijuana during 

the past month. The average rate for males was 1.6% and for females 0.7%.  The past month 

prevalence was also higher among Class 3 students (1.5%) compared to Class 4 students (0.8%), 

and mirrored the prevalence noted among males and females.  Comparison of prevalence rates by 

age grouping showed higher proportions among the youngest cohort which decreased as age 

increased (2.2%, 1%, 0.6%).  

 

Age of First Use of Marijuana    

The average (mean) age of first use for marijuana overall was 8.2 years (highest overall average 

among all substances, see Table 60, Appendix 1).  Age of first use for males (8.4 years) was a little 

later than that for females (7.9 years) – females were more likely to report an earlier age of first use 

for marijuana.   Overall, 42.2% of students who had used marijuana had used this substance before 

age 8 – 40.8% of males versus 45.5% of females and 56% of Class 3 versus 21.4% of Class 4 

students.  

 



 

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Usual Sources of Marijuana (Table 37) 

Friends (28.2%) were the main source of marijuana for those students who reported lifetime 

marijuana use followed by ‘on the block’ (18.1%), parents/guardian (17%) and siblings (16.5%).  

All other sources accounted for less than 10% each.  Males were more likely to report their main 

sources as friends (36.5%) followed by parents/guardian (21.7%), and ‘on the block’ (15.7%) while 

for females they were siblings (28.8%), ‘on the block’ (21.9%) and friends (15.1%). 

 

A higher proportion of Class 3 students (35.3%) indicated receiving marijuana from their friends. 

The next most prevalent responses were parents/guardian (15.16%) and siblings or ‘on the block’ 

(12.6% in each instance). For Class 4 students, the most prevalent responses were ‘on the block’ 

(28.6%), parents/guardian (18.6%) and friends (15.7%). 

 

The preferred source overall was friends. Other important sources were: ‘on the block’, 

parents/guardian and siblings. 

 

Table 37: Students Usual Sources of Marijuana 

From whom/where do you usually get marijuana? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

Friends 28.2 36.5 15.1 35.3 15.7 

Parents/Guardian 17.0 21.7 9.6 15.1 18.6 

Brother/Sister 16.5 8.7 28.8 12.6 2.9 

Other relative(s) 9.6 9.6 9.6 11.8 7.1 

Street Pusher 3.7 3.5 4.1 4.2 2.9 

On the block 18.1 15.7 21.9 12.6 28.6 

Some other place 6.9 4.3 11.0 8.4 4.3 



 

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Figure 13: Students Usual Sources of Marijuana 

 

Where Marijuana is Most Often Used (Table 38) 

Of the students who used marijuana, the main location for use was the home (41.8%).  Fewer 

students used marijuana at a friend’s house (13.3%), or ‘on the block’ (27.9%).  A higher 

proportion of females (43.8%) compared to males (40.6%) used marijuana at home or ‘on the block, 

(29.7% females versus 26.7% males).  Males, however, were more likely than females to use 

marijuana at school (4% males compared with 1.6% females) or at a friend’s house (13.9% males 

compared with 12.5% females).  Males were the only set of students that reported using marijuana 

at other social events or at sporting events. 

 

Tabulation by grade level showed that Class 3 students were more likely to use marijuana most 

often at home (41.8%), at a friend’s house (12.7%), ‘on the block’ (25.5%) or at some ‘other place’ 

(12.2%).  Class 4 showed a similar pattern: they were more likely to most often use marijuana at 

home (42.6%), at a friend’s house (17.6%) and ‘on the block’ (30.9%). 

 

The places most often indicated for marijuana use were the home, a friend’s house, ‘on the 

block’ or some ‘other place’.  

 

 

 

Friends, 28.2

Parents/Guardi

an, 17
Brother/Sister, 

16.5

Other 

relative(s), 9.6

Street Pusher, 

3.7

On the block, 

18.1
Some other 

place, 6.9



 

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Table 38: Place Where Students Most Often Use Marijuana 

Where do you most often use marijuana? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

At home 41.8 40.6 43.8 41.8 42.6 

At school 3.0 4.0 1.6 4.1 1.5 

On the block 27.9 26.7 29.7 25.5 30.9 

At a friend’s house 13.3 13.9 12.5 12.7 17.6 

At sporting events 0.6 1.0 0.0 1.0 .0 

At other social events 4.8 7.9 0.0 5.1 4.4 

Some other place 8.5 5.9 12.5 12.2 2.9 

 

 

Fanta – Wild tobacco, smoked like tobacco cigarettes (Table 39) 

Lifetime 

Overall lifetime prevalence of Fanta was 4.5% - about one in twenty students reported having tried 

Fanta.  The average lifetime prevalence of Fanta use was notably different among males (6.5%) and 

females (2.4%).  Prevalence by grade level was the same – 4.5% of Class 3 and Class 4 students.  

Prevalence was slightly higher in the lower age cohort, those 8-9 years old (5.1%), and decreased to 

4.5% among those 10 years old and even further to 3.9% among those 11-12 years old. 

 

Past Year 

On average, 2.3% of the students in the survey had used Fanta during the past year. The average 

rate for males (4%) was about eight times that of females (0.5%).  Past year prevalence was also 

higher among Class 3 (3.1%) compared to Class 4 (1.5%) students.  Comparison of prevalence by 

age grouping showed higher proportions among students 8-9 years (3.3%) and those 10 years 

(2.2%) compared to those 11-12 years old (1.3%).  

 

 

 

 



 

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Table 39: Consumption Patterns by Gender, Grade Level and Age Group 

  Lifetime Past Year Past 

Month 

Overall   4.5 2.3 1.5 

     

Gender  Male  6.5 4.0 2.6 

Female  2.4 0.5 0.1 

     

Grade level Class 3 4.5 3.1 2.0 

Class 4 4.5 1.5 0.9 

     

Age Group 8-9 years 5.1 3.3 2.2 

10 years  4.5 2.2 1.3 

11-12 years  3.9 1.3 0.6 

 

Past Month 

On average, one and a half percent (1.5%) of the students in the survey had used Fanta during the 

past month. The average rate for males was 2.6% while that for females was negligible (0.1%).  The 

past month prevalence was also higher among Class 3 students (2%) when compared to Class 4 

students (0.9%).  Comparison of prevalence by age grouping showed low proportions among all age 

cohorts (2.2%, 1.3% and 0.6%) which decreased as age increased.  

 

Age of First Use of Fanta    

The average (mean) age of first use of Fanta overall was 7.8 years.  Age of first use for males (8 

years) was a little later than for females (7.3 years) – females were more likely to report an earlier 

age of first use for Fanta.   Overall, 60.3% of students who had used Fanta had use this substance 

before age 8– 52.4% of males versus 77.3% of females and 68% of Class 3 versus 52.5% of Class 4 

students.  

 

Usual Sources of Fanta (Table 40) 

The main sources of Fanta for those students who reported lifetime Fanta use were friends (35.8), 

‘on the block’ (16.9%) or other relatives (16.9%), followed by parents/guardian (10.9%) and 

siblings (8%).  All other sources accounted for less than seven percent each.  Males were more 



 

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likely to report their main sources as friends (45.8%) followed by ‘on the block’ (19.4%) while for 

females they were other relatives (38.6%), and some ‘other place’ (15.8%). 

 

A higher proportion of Class 4 students (40%) indicated receiving Fanta from their friends. The 

next most prevalent sources were other relatives (18%), parents/guardian (12%), siblings (6%) and 

‘on the block’ (12%). For Class 3 students, the most prevalent responses were friends (31%), ‘on 

the block’ (23%) and other relatives (16%). 

 

The preferred source overall was friends. The other important sources were ‘on the block’, 

parents/guardian and other relatives. 

 

 

Table 40: Students Usual Sources of Fanta 

From whom/where do you usually get Fanta? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

Friends 35.8 45.8 10.5 31.0 40.0 

Parents/Guardian 10.9 10.4 12.3 10.0 12.0 

On the block 16.9 19.4 10.5 23.0 11.0 

Shop 6.0 6.3 5.3 3.0 9.0 

Brother/Sister 8.0 8.3 7.0 10.0 6.0 

Other relative(s) 16.9 8.3 38.6 16.0 18.0 

Some other place 5.5 1.4 15.8 7.0 4.0 

 



 

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Figure 14: Students Usual Sources of Fanta 

Where Fanta is Most Often Smoked (Table 41) 

Of the students who used Fanta, the main location for use was the home (40.6%).  Fewer students 

used Fanta at a friend’s house (21.2%), or ‘on the block’ (22.4%).  A higher proportion of females 

(64.4%) compared to males (32%) used Fanta at home or at school (6.7% females versus 4% 

males).  Males, however, were more likely to use Fanta ‘on the block’ (males: 28.8%; females: 

4.4%) or at a friend’s house (males: 23.2%; females: 15.6%).  Males were the only set of students 

that reported smoking Fanta at some ‘other place’ or at sporting events. 

 

Tabulation by grade level showed that Class 3 students were more likely to use Fanta most often at 

home (46.7%) or ‘on the block’ (31.7%).  Class 4 students showed about the same pattern: they 

were more likely to most often use Fanta at home (34.5%), at a friend’s house (32.2%) and ‘on the 

block’ (13.8%). 

 

The places most often indicated for Fanta use were the home, a friend’s house, ‘on the block’ or 

some ‘other place’.  

 

 

 

 

0 5 10 15 20 25 30 35 40

Friends

Parents/Guardian

On the block

Shop

Brother/Sister

Other relative(s)

Some other place



 

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Table 41: Places Where Students Most Often Used Fanta 

Where do you most often smoke Fanta? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

At home 40.6 32.0 64.4 46.7 34.5 

At school 4.7 4.0 6.7 2.4 5.7 

On the block 22.4 28.8 4.4 31.7 13.8 

At a friend’s house 21.2 23.2 15.6 9.8 32.2 

At sporting events 0.6 0.8 0.0 1.2 0.0 

At other social events 7.6 7.2 8.9 4.9 10.3 

Some other place 2.9 4.0 0.0 2.4 2.4 

 

  

Energy Drinks – Such as Monster, Red Bull, Kick (Table 42) 

Lifetime 

Overall lifetime prevalence of Energy drinks was 39.7% - about one in four students reported 

having tried Energy drinks.  The average lifetime prevalence of Energy drinks use was notably 

different among males (45.3%) and females (35.4%).  Prevalence by grade level was also dis-

similar - Class 3 (37.7%) compared to Class 4 (41.6%).  Prevalence was slightly higher in the older 

age cohort, those 11-12 years old (42%), and decreased to 40.6% among those 10 years old and 

even further to 35.1% among those 8-9 years old.   

 

Past Year 

On average, 25.2% or a quarter of the students in the survey had used Energy drinks during the past 

year. The average rate for males (29.1%) was higher than that for females (21.1%).  Past year 

prevalence was also higher among Class 4 (27.5%) students when compared to Class 3 (22.7%) 

students.  Comparison of the data by age grouping showed higher prevalence rates among students 

in the older age cohort, those 11-12 years old (28.7%), which decreased to 25.1% among those 10 

years old and even further to 21.1% among those 8-9 years old.   

 

 

 



 

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Table 42: Consumption Patterns by Gender, Grade Level and Age Group 

  Lifetime Past 

Year 

Past 

Month 

Overall   39.7 25.2 18.7 

     

Gender  Male  45.3 29.1 22.3 

Female  35.4 21.1 15.0 

     

Grade level Class 3 37.7 22.7 18.6 

Class 4 41.6 27.5 18.8 

     

Age Group 8-9 years 35.1 21.1 18.0 

10 years  40.6 25.1 19.3 

11-12 years  42.0 28.7 18.1 

 

 

Past Month 

On average, 18.7% of the students in the survey had used Energy drinks during the past month. The 

average rate for males was 22.3% and for females 15%.  The past month prevalence was about the 

same among Class 3 (18.6%) and Class 4 students (18.8%).  Comparison of prevalence by age 

grouping also showed somewhat similar proportions among the age cohorts (18%, 19.3% and 

18.1%, youngest to oldest cohort).  

 

Age of First Use of Energy Drinks    

The average (mean) age of first use of Energy drinks overall was 7.8 years.  Age of first use for 

males (7.7 years) was a little earlier than that for females (7.9 years).   Overall, 55.6% of students 

had used this substance before age 8 – 56.4% of males versus 54.7% of females and 66% of Class 3 

versus 46.4% of Class 4 students.  

 

Usual Sources of Energy Drinks (Table 43) 

The main sources of Energy drinks for those students who reported lifetime Energy drink use were 

parents/guardian (40%) and the shop (38.8%).  All other sources accounted for less than seven 



 

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percent each.  These were the two main sources reported by both males and females as well as Class 

3 and Class 4 students.  

 

The preferred sources overall were from parents/guardian or from the shop. 

Table 43: Students Usual Sources of Energy Drinks 

From whom/where do you usually get energy drinks? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

Friends 4.9 6.0 3.6 5.9 4.0 

Parents/Guardian 40.0 36.5 45.2 43.6 37.8 

On the block 2.0 2.9 0.8 2.0 1.2 

Shop 38.8 42.3 34.5 37.3 39.9 

Brother/Sister 4.3 4.0 4.7 2.4 5.9 

Other relative(s) 6.5 5.2 8.2 4.8 8.2 

Some other place 3.0 2.9 3.1 3.1 2.9 

    

 

Figure 15: Students Usual Sources of Energy Drinks 

 

Where Energy Drinks Most Often Consumed (Table 44) 

Of the students who used Energy drinks, the two main locations for use were the home (64.5%) or 

at sporting events (10.2%).  These were the two most notable locations for males (59% and 12.8% 

respectively). For females they were the home (71.7%) and some ‘other place’ (8.3%).  

0 5 10 15 20 25 30 35 40 45

Friends

Parents/Guardian

On the block

Shop

Brother/Sister

Other relative(s)

Some other place



 

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Table 44: Places Where Students Most Often Use Energy Drinks 

Where do you most often use energy drinks? 

 Percent responses 

Overall Gender  Grade Level  

Male  Female  Class 3 Class 4 

At home 64.5 59.0 71.7 65.0 64.7 

At school 3.8 4.5 3.0 3.8 3.8 

On the block 3.8 5.0 2.4 3.8 3.8 

At a friend’s house 3.2 4.0 2.2 4.0 3.1 

At sporting events 10.2 12.8 7.2 11.9 10.2 

At other social events 5.6 5.4 5.8 3.3 5.5 

Some other place 8.9 9.5 8.3 8.1 8.9 

 

With respect to grade level, Class 3 students most often used Energy drinks at home (65%) or ‘at 

sporting events’ (11.9%).  This was also the case for Class 4 students - at home (64.7%) or ‘at 

sporting events’ (10.2%).   

 

The most common locations where Energy drinks were used were the home or sporting events.  

 

 

Other Substance Use 

Lifetime Prevalence of Other Substance Use (Table 45) 

Overall the lifetime prevalence rate for consuming a mixture of alcoholic beverages and energy 

drinks was 13.3% - about one in seven students reported having tried this mixture. Lifetime 

prevalence was notably different among males (15.3%) and females (11.2%).  Prevalence by grade 

level was not very dis-similar - Class 3 (13.8%) compared to Class 4 (12.8%).   

 

For e-cigarettes, overall lifetime prevalence was 4.1%  - three times higher among males (6.1%) 

than females (2.1%) and 4.9% among Class 3 students compared to Class 4 students (3.4%).   

The prevalence of Lean (3.3%) and ‘any other drug (2.3%) were notably low.   

 

 

 



 

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Table 45: Lifetime Prevalence of Other Substances 

Have you ever had …….. 

 Overall Class 3 Class 4 Male Female 

Mixture of alcoholic beverage and 

energy drink 

13.3 13.8 12.8 15.3 11.2 

E-cigarette 4.1 4.9 3.4 6.1 2.1 

Lean (sizzurp, purple drank)   3.3 3.9 2.8 5.0 1.5 

Any other drug  2.3 2.3 2.3 3.0 1.4 

 

 

‘Any Substance Use’ 

Consumption Patterns of ‘Any Substance Use’ – Test of Independence (Table 46) 

A variable was computed called, ‘any substance use’. ‘Any substance use’ is defined as lifetime use 

of either cigarettes, alcohol, marijuana, or inhalant products.  Prevalence of ‘any use’ was 56.2% - 

more than half of all students overall had used at least one of the following substances (cigarette, 

alcohol, marijuana, or inhalant products).  This was notably higher among females (56.9%) when 

compared to males (53.8%), however, this difference was not statistically significant, p>0.05.  Class 

4 students (58.1%) compared to Class 3 students (54.2%) were significantly more likely to report 

‘any use’, p<0.05. There was no significant linear relationship between age grouping and ‘any drug’ 

use, p>0.05. 

Table 46: Patterns of ‘Any Substance Use’ – Test of Independence 

  Any substance 

Use 

Statistics  

 
 Yes No Chi-square (p 

value) 

Overall  56.2 43.7  

     

Gender  Male  53.8 46.2 Χ2 = 1.119, 

p>0.05 Female  56.9 43.1 

     

Grade level Class 3 54.2 45.8 Χ2 = 7.076, 

p<0.01 Class 4 58.1 41.9 

     

Age Group 8-9 years 55.1 44.9 Χ2 = 6.964, 

p>0.05 10 years  54.9 45.1 

11-12 years  59.4 40.6 

 

 



 

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Figure 16: Any Substance Use- Overall, Gender, Grade Level and Age Group 

 

 

Test of Independence between Various Categorical Variables (chi-square test) and Measures 

of Association (Odds Ratios)4 

 

Test of Independence - Relationship between Lifetime Substance Use with Gender and Grade Level 

(Table 47)  

From Table 47 below, and by chi-square tests, prevalence among males was significantly different 

from females for the use of cigarettes (p<0.05), marijuana (p<0.01), energy drinks (p<0.001) and 

Fanta (p<0.001). There was no significant difference between males and females with respect to 

alcohol and inhalant use, p>0.05.  Likewise, there were no significant differences between the Class 

3 and Class 4 prevalence rates for cigarette, inhalant, energy drink and Fanta use.  However, there 

were statistically significant differences for alcohol use (p<0.01) and marijuana use (p<0.01) by 

grade level.     

 

 

 

                                                           

4 The Chi Square statistic is commonly used for testing relationships between categorical variables. The Odds Ratio 

can also be used to determine whether a particular exposure is a risk factor for a particular outcome, and to compare 

the magnitude of various risk factors for that outcome.  

 

56.2

53.8

56.9

54.2

58.1

55.1 54.9

59.4

51

52

53

54

55

56

57

58

59

60

overall Male Female Class 3 Class 4 8-9 years 10 years 11-12

years



 

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Table 47: Relationship between Lifetime Use with Gender and Grade Level 
 Grade Level Gender 

Substances  Class 3 Class 4 Male Female 
Cigarettes  5.2 4.5 6.6 3.1 

p>0.05 χ2 = 16.59, p<0.01 
 

Alcohol  48.8 54.4 50.6 52.7 
χ2 = 9.48, p<0.01 p>0.05 

 

Inhalants  22.2 19.5 20.6 21.1 
p>0.05 p>0.05 

 
Marijuana  5.3 3.3 5.7 2.9 

χ2 = 7.28, p<0.01 χ2 = 11.47, p<0.01 
 

Energy Drinks 37.7 41.6 45.3 35.4 

p>0.05 χ2 = 19.86, p<0.001 
 

Fanta 4.5 4.5 6.5 2.4 
p>0.05 χ2 = 22.15, p<0.001 

 

Association between drug use [lifetime use of any substance (yes/no) and ease of access to 

cigarette, alcohol, inhalants and marijuana (easy/difficult)]. (Table 48) 

 

Table 48: Association Between Drug Use and Ease of Access 

 Percent Use 
of any 
substance  

Odds Ratio Confidence 
Intervals 

Marijuana 

Easy  69.4 2.034 1.518-2.727 

Difficult 52.7 

Inhalants  

Easy  63.0 2.140 1.784-2.567 

Difficult  44.3 

Cigarette  

Easy  69.9 2.395 1.932-2.968 

Difficult  49.2 

Alcohol  

Easy  71.4 3.288 2.712-3.968 

Difficult               43.1 



 

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Association between Curiosity and Drug Use (Table 49) 

Students who reported that they had been curious about try drugs were more than one and a half 

times more likely (Odds Ratio =1.6) to report ‘any use’ (use of either cigarette, alcohol, marijuana 

or inhalants)—some 79.6% of students who were curious compared to 49.3% of those who were 

not curious about using drugs.  

Table 49: Ever Being Curious About Trying Drugs 

 Any substance use Odds Ratio (95% CI) 
Ever being curious Yes No  

1.615 (1.500-1.739) 

Yes 273 (79.6) 70 (20.4) 

No 756 (49.3) 778 (50.7) 

 

Students who felt that marijuana was easy to get were two times 
more likely (Odds Ratio =2.034) to report lifetime use of any of the 
four substances – 69.4% use among those who felt it was easy to 

obtain versus 52.7% among those who felt it was difficult to obtain.

Students who felt that inhalants were easy to get were two times 
more likely (Odds Ratio =2.140) to report lifetime use of any of the 

four substances – 63% use among those who felt it was easy to 
obtain versus 44.3% among those who felt it was difficult to obtain.

Students who felt that cigarettes were easy to get were more than 
two times more likely (Odds Ratio =2.395) to report lifetime use of 
any of the four substances – 69.9% use among those who felt they 
were easy to obtain versus 49.2% among those who felt they were 

difficult to obtain.

Students who felt that alcohol was easy to get were three times 
more likely (Odds Ratio =3.288) to report lifetime use of any of the 
four substances – 71.4% use among those who felt it was easy to 

obtain versus 43.1% among those who felt it was difficult to obtain.



 

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Test of Independence - Relationship between Bullying with Gender and Grade Level (Table 50) 

A higher proportion of Class 3 students reported that other student(s) had purposely tried to hurt 

them when compared to Class 4 students. This difference was approaching statistical significance, 

p=0.056.  There was no statistically significant difference between the proportions reported for 

males and females, p>0.05. 

About the same proportion of Class 3 and Class 4 students reported that they had purposely tried to 

hurt other students and this difference (0.7 percentage points) was not statistically significant, 

p>0.05.  However, there was a statistically significant difference in the proportion of males and 

females (9.6 percentage points) that had purposely tried to hurt other students, p<0.001. 

Table 50: Bullying – Relationship with Grade Level and Gender 

Item -Bullying (in past month) Grade Level Gender 

Class 3 Class 4 Male Female 
     

Students purposely try to hurt you 49.9 45.5 47.8 47.6 
χ2 = 3.66, p=0.056 p>0.05 

     

Purposely tried to hurt other students  27.0 26.7 31.6 22.0 
p>0.05 χ2 = 22.71, p<0.001 

 

Test of Independence - Relationship between Bullying and Drug Use (Any Substance Use) (Table 
51) 

Table 51: Bullying – Relationship with Any Drug Use 

 Any substance Use Statistics  

 No Yes Chi-square (p value) 

Someone tried to hurt 

you 

   

Yes  39.8 60.2 Χ2 = 22.02, p<0.001 

No  50.4 49.6 

Tried to hurt someone    

Yes  28.1 71.9 Χ2 = 83.84, p<0.001 

No  51.5 48.5 

 

The rate of any drug use among students who reported that someone had tried to hurt them (60.2%) 

was significantly different from those who were not being bullied (49.6%), p<0.001.  Likewise, the 



 

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rate of any drug use among students who reported that they had tried to hurt someone (71.9%) was 

significantly different from those who said they had not tried to bully someone (48.5%), p<0.001.   

 

 

Association between Social Media and Video Game Use with Gender and Grade Level (Table 52) 

A higher proportion of Class 4 students reported social media use in the past week when compared 

to Class 3 students. This difference (2 percentage points) was not statistically significant.  In 

contrast, females were significantly different from males with respect to the use of social media 

(OR=1.29, females were 1.2 times more likely to use social media in the past week).  

A notably higher proportion of Class 3 students compared to Class 4 students reported that they had 

played video games in the past week and this difference (10.2 percentage points) was statistically 

significant (OR=1.34, Class 3 students were 1.3 times more likely to have played video games).   

There was also a statistically significant difference in the proportion of males and females (24.1 

percentage points) that played video games (OR=2, males were two times more likely to report 

playing video games in the past week). 

 

Table 52: Social media and Video Game – Association with Gender and Grade Level 

Past week  Grade Level Gender 
Class 3 Class 4 Male Female 

     
Use social media  71.0 73.0 67.2 76.9 

OR=1.051 (0.952-1.159) OR=1.294 (1.156-1.449) 

     
Play video game  76.7 66.5 83.3 59.2 

OR= 1.314 (1.172-1.474) OR= 2.0 (1.745-2.292) 

 

Association between Lifetime Use and Use of Social Media and Video Games (Table 53) 

From Table 53, there was a statistically significant association between lifetime use of cigarettes, 

alcohol, inhalants, marijuana and energy drinks and the past week use of social media and video 

games. A strong association was observed between cigarette use and video games (OR=4.064), 



 

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marijuana use and video games (OR=4.034), cigarette use and social media OR=4.431), marijuana 

use and social media (OR=2.954). 

 

Table 53: Social media and Video Game – Association with Lifetime Prevalence 

 Video games Odds Ratio (95%CI) 
 Yes  No  

Cigarette  6.6 1.6 4.064 (2.063-8.003) 

Alcohol  51.9 44.9 1.157 (1.0411.286) 
Inhalants  22.3 16.0 1.395 (1.124-1.730) 

Marijuana  5.8 1.4 4.034 (1.963-8.287) 
Energy Drinks 44.8 31.3 1.432 (1.248-1.624) 

 
 Social Media  Odds Ratio (95%CI) 

Cigarette  6.6 1.5 4.431 (2.166-9.065) 

Alcohol  53.2 41.6 1.281 (1.144-1.866) 
Inhalants  22.7 15.1 1.507 (1.204-1.866) 

Marijuana  5.5 1.9 2.954 (1.539-5.668) 
Energy Drinks 44.8 31.1 1.443 (1.255-1.659) 

 

Lifetime, Past Year and Past Month Substance Use with Perception of Harm from Using Various 

Substances. (Table 54) 

• Students who felt there was no harm in smoking cigarettes reported a higher prevalence of 

lifetime and past year use compared to students who felt it was harmful to smoke cigarettes. 

• Students who felt there was no harm in using alcohol reported a much higher prevalence of 

lifetime, past year and past month use compared to students who felt it was harmful to use 

alcohol. Of note, there was also relatively high prevalence reported by those students who did 

not know the harm associated with using alcohol. 

 

Table 54: Substance Use and Perception of Harm 

Substances   

 Cigarette prevalence for students who 
responded to - Is smoking cigarettes harmful 

Cigarettes  Yes No DK 
Lifetime  4.3 16.4 5.0 

Past year 1.6 5.0 0.3 
Past month 0.7 0.6 0.0 

  



 

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 Alcohol prevalence for students who 
responded to - Is drinking alcohol harmful 

Alcohol  Yes No DK 

Lifetime  48.7 77.9 47.5 
Past year 25.0 47.2 22.1 

Past month 16.8 32.2 13.3 
  

 Is inhaling common products harmful 

Inhalants  Yes No DK 
Lifetime  21.4 26.5 16.6 

Past year 13.2 18.1 8.1 
Past month 9.2 12.9 5.1 

  
 Is using marijuana harmful 

Marijuana  Yes No DK 

Lifetime  3.1 24.8 3.4 
Past year 1.3 15.7 1.1 

Past month 0.5 13.5 7.8 

• The same pattern was observed for inhalant use as for alcohol use - students who felt there was 

no harm in using inhalants reported a much higher prevalence of lifetime, past year and past 

month use.  

• Likewise, students who felt there was no harm in using marijuana also reported a much higher 

prevalence of lifetime, past year and past month use.  

For the most part, students who felt there was no harm in using these substances reported a higher 

prevalence of lifetime, past year and past month use when compared to students who felt it was 

harmful to use the substances. 

 

Trends (Movement) in Various Variables between 2006 and 2020 

Where comparisons were possible, the movement in observed responses were compared between 

the studies done in 2006, 2009 and 2020.   

 

Consumption Pattern Overall (Table 55) 

Cigarette prevalence in 2020 was 2.4 percentage points (pp) lower than in 2009 and overall lower 

than that reported in the previous two studies.  Alcohol prevalence was lower than that reported in 

2009, so too was inhalant use. Of note is the fact that the prevalence of inhalants was less than half 



 

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of that reported in 2009 (24pp lower).  Though marijuana prevalence was lower than in 2009, it was 

only marginally lower. Fanta was the only substance that showed a higher prevalence in 2020 (1.1 

pp). 

Table 55: Comparison of substances Use Prevalence – 2006, 2009 and 2020 

 Lifetime Use 

 2006 2009 2020 

Cigarettes 5.0 7.2 4.8 

Alcohol  49.3 52.9 51.7 

Inhalants  27.5 44.9 20.9 

Marijuana  2.8 4.8 4.3 

Fanta - 3.4 4.5 

 

Consumption Pattern – Males versus Females (Table 56) 

Males reported lower lifetime prevalence in 2020 for all substances (cigarette, alcohol, inhalants, 

and marijuana) except for Fanta.  Fanta prevalence in 2020 was 1.7pp higher than in 2009.  

Females, on the other hand, reported lower prevalence rates for only cigarettes and inhalants when 

compared to 2009.  The prevalence rates for alcohol (4.3 pp), marijuana (0.2 pp) and fanta (0.3 pp) 

were marginally higher in 2020 for females. 

 

Table 56: Comparison of Lifetime Prevalence – Male versus Female (2009 and 2020) 

 2009 2020 

 Male Female Male Female 

Cigarettes 10.5 3.8 6.6 3.1 

Alcohol  59.7 48.4 50.6 52.7 

Inhalants  43.7 48.3 20.6 21.1 

Marijuana  7.0 2.7 5.7 2.9 

Fanta 4.9 2.1 6.6 2.4 

 

 

Accessibility - Ease of Access to Various Substances (Table 57) 

A notably lower proportion of students in 2020 felt that marijuana was easy to access (4.5 

percentage points lower).  However, while 39% felt it was either difficult or impossible to access in 

2009, only 23% felt that way in 2020.  The perception that it was easy to access alcohol was about 



 

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10 percentage points lower in 2020 while the proportion of students believing it to be either difficult 

or impossible to access increased by 3.7 percentage points.   

 

Table 57: Perception of Ease of Access various substances - 2009 and 2020 

 Marijuana Alcohol 

 Year Year  

 2009 2020 2009 2020 

Easy  16.5 12.0 50.5 40.9 

Difficult  20.4 7.5 10.7 10.1 

Impossible  18.7 15.5 11.1 15.4 

Don’t know 40.6 65.0 23.5 33.5 

 

 

Reasons for Drug Use (Table 58) 

A slightly higher proportion of students in 2020, compared to 2009, agreed that ‘using drugs makes 

you feel cool’ (2.2 percentage points higher); considerably less (8.8 percentage points less) students 

in 2020 said that ‘People use drugs because their parents use drugs.’ There was a 4.8 percentage 

points decrease in 2020 for those who said ‘People use drugs because other persons in their family 

use drugs.’  Just about the same proportion of students in 2020 said ‘People use drugs because their 

friends use drugs.’  However, considerably more students in 2020 (25.5 percentage points more) 

said people want to use alcoholic drinks when they see them advertised. 

 

Table 58: Comparison of Responses – Reasons for Drug Use (2009 and 2020) 

 Percent agreeing with 

statement 

 2020 2009 

Using drugs makes you look cool 

 

5.6 3.4 

People use drugs because their parents use drugs. 21.7 30.5 

People use drugs because other persons in their 

family use drugs. 

28.2 33.0 

People use drugs because their friends use drugs 

 

50.9 49.1 

People want to use alcoholic drinks when they 

see them advertised 

37.1 11.6 

 



 

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Perception of Harm for Using Various Substances (Table 59) 

Notably fewer students in 2020 (compared to 2009) believed drinking alcohol (2 pp), inhaling 

common products (4.8 pp) or using marijuana (6.3 pp) to be harmful.  In contrast, there was an 

increase (2.9 pp) in the proportion of students that considered smoking cigarettes to be harmful. 

Table 59: Students’ Perception of Harm for Using Various Substances 

 Responses of Yes (harmful) 

 2020 2009 

Smoking cigarettes  89.1 86.2 

Drinking alcohol  73.4 75.4 

Inhaling common products 56.4 61.2 

Using marijuana  80.2 86.5 

 

  



 

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Discussion 
 

Consumption Pattern – Prevalence of Substance Use 

Alcohol and inhalants were the main substances used in this survey cycle.  Their prevalence is 

relatively high but there is minimal variability among males and females.  The lifetime prevalence 

for cigarettes was relatively low (4.8%), like marijuana (4.3%) but decreased considerably for past 

month use (0.7%).  The evidence suggests that cigarette use is mainly for the purposes of 

experimentation, given that current use rates are very low. The comparison of Fanta and marijuana 

use is interesting — past year marijuana prevalence (2%) was quite similar to past year Fanta 

prevalence (2.3%) and past month prevalence for both substances was relatively the same.  

 

It is important to pay attention to the fact that 4% of students have reported the use of e-cigarettes in 

this survey.  E-cigarettes produce an aerosol by heating a liquid that usually contains nicotine—the 

addictive drug in regular cigarettes, cigars, and other tobacco products—flavourings, and other 

chemicals that help to make the aerosol (Centers for Disease Control and Prevention, 2020).  Users 

inhale this aerosol into their lungs and bystanders can also breathe in this aerosol when the user 

exhales into the air (Centers for Disease Control and Prevention, 2020).  It is difficult for consumers 

to know what e-cigarette products contain. For example, some e-cigarettes marketed as containing 

zero percent nicotine have been found to contain nicotine5.  E-cigarette aerosol can contain 

chemicals that are harmful to the lungs and youth e-cigarette use is associated with the use of other 

tobacco products, including cigarettes.  

 

Very few students have experimented with lean (3.3%). Popularized by the Rap music industry, this 

combination of codeine cough syrup, soda (typically sprite) and hard candy (typically Jolly 

Rancher) produces feelings of relaxation, euphoria and drowsiness (Santos-Longhurst, 2019; 

Villines, 2020). Other less desirable effects include, but are not limited to: hallucinations, loss of 

coordination, nausea and vomiting, dizziness, seizures, respiratory depression, changes in heart 

                                                           

5 US Department of Health and Human Services. E-cigarette use among youth and young adults: a report of the Surgeon 

General [PDF–8.47 MB]. Atlanta, GA: US Department of Health and Human Services, CDC; 2016. 

 



 

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rhythm and a loss of consciousness (Santos-Longhurst, 2019; Villines, 2020). These effects are 

even more pronounced if alcohol is added to the mixture (Santos-Longhurst, 2019). Given the 

dangerous nature of lean, efforts should be made to deter the increased use of this drug among the 

school population. To this end, primary school students should receive some drug education 

surrounding lean. However, this should be handled with care so as not to serve as a “how to” guide 

for those who are unfamiliar with this substance and may be prone to experimentation.  

 

Energy Drink Phenomenon  

Lifetime use of energy drinks was high (40%) as was past month or current use (18.7%).  Also 

interesting is the reported use of alcohol/energy drink mixtures (Overall lifetime prevalence for 

mixtures of alcoholic beverages and energy drinks was 13.3%).  High amounts of caffeine, often 

coupled with other natural stimulants that enhance caffeine’s effects, are the main ingredients of 

energy drinks. Increased mental concentration as well as physical performance is purported by 

beverages marketed as energy drinks. Despite this, energy drinks are a source of excess sugar that 

can increase obesity risk but unfortunately this is not well documented. These sports drinks and 

caffeinated energy drinks (CED) are commonly consumed by youth. Both sports drinks and CEDs 

pose potential risks for the health of children and adolescents and may contribute to obesity.  

 

Sports drinks are generally unnecessary for children engaged in routine or play-based physical 

activity while CEDs may affect children and adolescents more than adults because they weigh less 

and thus experience greater exposure to stimulant ingredients per kilogram of body weight. As 

such, efforts should be made to educate the youth and their families on the differences between 

sport drinks and CEDs. Additionally, screening for the consumption of CEDs, especially when 

mixed with alcohol, should be done routinely6. The combination of CEDs and alcohol is of 

particular importance as it may be a marker for the higher risk of substance use or abuse and for 

other health-compromising behaviours.  

 

                                                           
6 “Adolescent Consumption of Sports and Energy Drinks: Linkages to Higher Physical Activity, Unhealthy Beverage 

Patterns, Cigarette Smoking, and Screen Media Use,” by Nicole Larson, PhD, MPH, RDN; Jessica DeWolfe, MPH; Mary 

Story, PhD, RD; Dianne Neumark-Sztainer, PhD, MPH, RD (DOI: http://dx.doi.org/10.1016/j.jneb.2014.02.008), Journal 

of Nutrition Education and Behavior, Volume 46/Issue 3 (May/June 2014), published by Elsevier. 

 



 

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Age of First Use and Early Onset of Substance Use 

Age of first use (initial experimentation) appears to be an important factor in the clinical trajectory 

of drug abuse or dependence for specific substances.  Thus, experimentation among subjects in their 

teens is associated with greater long-term vulnerability, for specific drugs. Therefore, prevention 

and management strategies should address subjects before their adolescence, specifically before 13 

years of age7. 

 

The precocious onset of substance use in children signals vulnerability for the development of other 

problems (conduct disorder, attention disorders and affective disorders, among others) and 

behaviours that pose risks to the individual child and others. These other problems have a complex 

interaction with substance use and can precede, co-occur, or follow substance initiation. Intervening 

in these other problems and behaviours constitutes a crucial prevention or early intervention 

strategy for substance-related problems, just as proactive intervention into early substance use 

serves the same functions for these other problems.  Although this cohort of students surveyed were 

under 13 years old, it is important to recognize the early use of these substances indicated in the 

survey.  Age of first use was primarily around 7-8 years old which is already classified as early 

onset.  

 

Substance abuse programmes can play an important role in lowering the short- and long-term risks 

to individuals, families and communities by postponing substance use initiation as long as possible, 

and by recognizing developmental windows of vulnerability and opportunity in the transitions from 

early drug experimentation to chronic drug dependence.  

 

Perception of Harm 

Historically, an individual's perception of the risks associated with substance use has been an 

important determinant of whether he or she engages in substance use8.  For example, youths who 

                                                           
7 White, W., Godley, M. & Dennis, M. (2003) Early onset of substance abuse: Implications for student assistance 

programs.  Student Assistance Journal, 16(1), 22-25. 

8 Johnston, L. D., O'Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2012). Monitoring the Future national survey 

results on drug use, 1975-2011: Volume I, Secondary school students. Ann Arbor: Institute for Social Research, The 

University of Michigan. Retrieved from http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2011.pdf 

 



 

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perceive high risk of harm are less likely to use drugs than youths who perceive low risk of harm.  

Thus, providing young adults with credible, accurate, and relevant information about the harm 

associated with substance use is a key component in prevention programming.   

 

Many students in this survey are aware of the risks associated with substance use.  As shown in 

Table 21, a notable, high proportion of students reported that it was harmful to smoke cigarettes 

(89%), drink alcohol (73%) and use marijuana (80%).  However, fewer students perceived that it 

was harmful to inhale common household products (56%) or use e-cigarettes (50%).   

 

The results presented in this report indicate that many students are aware of the risks of substance 

use; however, a large percentage still did not believe that it would be harmful to use these 

substances use.  For example, perception of no risk of harm related to the use of the substances 

indicated ranged from a low of 4% for smoking cigarettes to a high of 16% for using inhalants.    

It is important to note that students who perceive no risk were as likely to be current users.  The 

results (Table 53) show that for students who said there was no risk of harm from smoking 

cigarettes, 5% had used in the past year and as many were current smokers as those who believe it 

was harmful.  In the case of alcohol, twice as many students who believed there was no harm 

reported current use compared to those who said it was harmful.  The same pattern was noted for 

marijuana and inhalant use.  Additionally, the differences in the perception of harm among boys 

and girls was not dis-similar.  For this cohort of students, there is like understanding of the risk of 

harm. 

 

Perceived Availability of Substances 

Ease of access to substances has been shown to have a direct and significant relationship with 

substance use for school-aged children.  Given the magnitude of substance use behaviours and the 

perceived ease of access to alcohol, tobacco, and illicit drugs among middle and high school 

students, researchers have begun to explore sources of access and other factors that may impact 

ease of access to substances among students in order to better inform prevention and intervention 

efforts9.  

                                                           
9 Jacob C. Warren, K. Bryant Smalley, and K. Nikki Barefoot Perceived Ease of Access to Alcohol, Tobacco, and Other 

Substances in Rural and Urban US Students.  



 

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In terms of sources of access, research consistently demonstrates that the most reported source by 

which adolescents perceive that they could gain access to substances is through friends and/or 

social networks.  In this survey the main sources identified by students for obtaining drugs were 

friends (33% for cigarettes, 28% for marijuana), parents - with or without permission as was the 

case with alcohol (69%) – and siblings/family members.   

 

Other factors that have been shown to increase adolescents’ perceived ease of access include: the 

adolescent’s age (i.e., perceived ease of access increases with age); the prevalence of use (i.e., more 

widely used substances are perceived to be easier to access); the physical availability of substances 

in one’s community; and the social availability of substances (i.e., the perceptions of substance use 

norms, prevalence of use, and support for use amongst one’s peers, parents, school, and 

community). 

 

Aspects of these factors were explored in this survey and findings were similar. For example, in the 

case of cigarettes: 27% of students perceived it was easy to obtain; males’ and females’ perception 

of availability was notably dis-similar (31% and 23% respectively); the usual source for obtaining 

cigarettes was from a friend or on the block, and they would most often smoke at home or at a 

friend’s house. 

 

Perceived Ease of Access to Alcohol, Cigarettes, and Other Substances  

Given the strong association between drug use [lifetime use of any substance (yes/no) and ease of 

access to cigarettes, alcohol, inhalants and marijuana (easy/difficult) as shown in Table 48, it 

appears that cigarettes, alcohol, and other drugs may be readily available and easily accessible to 

many students. In fact, the ease of access to cigarettes, alcohol, and certain illicit drugs has been 

recognized as one of the main underlying causes of the current substance use epidemic among 

students surveyed in the Caribbean, with adolescents’ perceptions of the ease of access to alcohol, 

cigarettes, and drugs being shown to significantly increase their risk for use as reported in this 

survey. 

                                                           

 



 

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Comparison of Findings to those from Other School Surveys 

A comparison of this survey’s findings to those from other school surveys shows that the pattern of 

drug use among primary school students in Barbados is largely similar to that of older students and 

those in other countries.  

 

As in other studies (e.g. Boak, Elton-Marshall, Mann & Hamilton, 2020; Inter-American Drug 

Abuse Control Commission, 2016; Miech et al, 2019; NCSA, 2010, 2015), alcohol was identified 

as the most commonly used substance. Similarly, the age of first use for various substances, though 

lower than that in the island’s two previous surveys (NCSA, 2006; 2010), coincided with that 

identified in the 2012 Bermudan Primary School Survey (Department for National Drug Control, 

2013).  

 

With respect to drug sources, this survey confirmed earlier findings which indicated that alcohol is 

most often obtained from parents and other family members (e.g. Boak et al., 2020; Department for 

National Drug Control, 2013; Miech et al, 2019; NCSA, 2010) while substances such as tobacco 

and marijuana are obtained from friends (e.g. Boak et al., 2020; Department for National Drug 

Control, 2013; NCSA, 2010). Likewise, the home was shown as a primary location for drug use, as 

was the case in other surveys (e.g. Department for National Drug Control, 2013; NCSA, 2010). 

 

Much like previous studies, this survey also showed an association between drug use and well 

established risk factors, for example: curiosity, ease of access and perceived harm (e.g. Atherton et 

al, 2016; Lipari, 2013); social media use (e.g. Centre for Addiction & Substance Use, 2012; 

Costello & Ramo, 2017) and video game use (Armstrong, Bush & Jones, 2010; Walther, 

Morgenstern, & Hanewinkel, 2012; Wenzel, Bakken, Johansson, Götestam, & Øren, 2009). 

 

 

Main Conclusions 

Alcohol and inhalants were the main substances used by students and were found to have high 

prevalence rates. Cigarette, marijuana and Fanta use was minimal, suggestive of experimental use. 

The use of e-cigarettes, though minimal, is concerning given the health risks associated with this 

phenomenon.  



 

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The high use of energy drinks is notable as is the reported use of alcohol and energy drink mixes. 

Energy drinks pose potential risks for the health of children and adolescents and may contribute to 

obesity while the consumption of alcohol and energy drink mixes may be a marker for the increased 

risk of substance use or abuse. As such, parent education and routine screenings for the 

consumption of energy drinks, both alone and in combination with alcohol, should be facilitated.  

 

Age of first use appears to be an important factor in the clinical trajectory of drug abuse or 

dependence. This is important as the age of first substance use for participants in this survey was 

between 7 and 8 years, which is classified as early onset.  As such, it is recommended that 

prevention and management strategies address subjects before adolescence, specifically before 13 

years of age.  

 

Despite being aware of the risks associated with drug use, many students in this survey still 

engaged in such behaviour. Given that risk perception is an important determinant of substance use, 

it is important that credible, accurate and relevant information be provided regarding the associated 

in harms.  

 

The ease of access to various drugs has been recognized as one of the main underlying causes of 

substance use among school children in the Caribbean. This survey supports that theory, as 

perceived ease of access significantly increased the risk for substance use among participants. 

Furthermore, the strong association between drug use and ease of access suggests that alcohol, 

tobacco cigarettes and other substances may be readily available and easily accessible to many 

students.  

 

 

Recommendations 

The following recommendations are proposed against the backdrop of this survey’s findings: 

1. Drug prevention education should be increased for students of all ages at the primary school 

level. 



 

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2. Drug prevention education should be delivered using a national approach coordinated by the 

NCSA. This should include: 

a. The development and implementation of a national policy guiding the delivery of 

drug prevention education at primary schools 

b. The identification and training of facilitators (e.g. teachers, parents, personnel from 

NGOs, etc.) 

c. The development and delivery of a standardized curriculum/standardized modules to 

ensure that all facilitators are providing the same information 

d. Continuous monitoring and evaluation of efforts 

3. Efforts should be made to ensure the delivery of the drug prevention education module 

within the Health and Family Life Education curriculum.  

4. Drug prevention education should include information on energy drinks, fanta, e-cigarettes 

(vaping) and lean.  

5. Social determinants associated with drug use should be factored into drug prevention 

efforts. These include but are not limited to: bullying, social media use and video game use.  

6. At a wider level, parents should be educated about the drugs used by young persons as well 

as the associated dangers, the signs and symptoms of drug use and their role in drug 

prevention.  

7. School-based prevention efforts should be buttressed with interventions at the community 

level.   

8. Efforts should be made to further restrict children’s access to drugs.  

 

Directions for Future Research 

While the Primary School Survey Series has provided some insight into the risk and protective 

factors associated with drug use during childhood, there remains limited empirical evidence at the 

regional and international level. As such, additional research specifically designed to investigate 

this topic would serve as a useful guide for the development of policies and programmes targeting 

pre-adolescents. Similarly, the cursory findings surrounding the use of Lean and e-cigarettes by 

students, suggest the need to further investigate the use of these substances at both the primary and 

secondary school levels.  

 



 

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Take Home Message  

Drug use at the primary school level remains minimal and is primarily experimental. Nevertheless, 

its occurrence is concerning, particularly the young age at which persons report initiating use, as 

this can serve as a warning sign for problematic use later in life. 

 

While prevalence rates have generally decreased since the conduct of the last survey in 2009, 

students report limited exposure to drug prevention education from their parents, teachers and 

friends as well as visitors to their school. Therefore, efforts should be made to increase such 

initiatives as this can facilitate a further reduction in drug use among primary school students.  

Consideration should be given to using a coordinated approach involving the NCSA, teachers, 

parents and other stakeholders e.g. NGOs, civil society organizations and the Royal Barbados 

Police Force. In addition to ensuring a structured approach, all involved will benefit from shared 

human resources and technical input. This approach can be buttressed with initiatives which target 

parents and the wider community as children spend a large proportion of their lives outside of the 

school setting and can therefore be influenced by drug use and related activities in their environs.  



 

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Appendix 1 – Age of First Use 

 

Table 60: Comparison of Mean Age of First Substance Use 

Sex Cigarette Alcohol Inhalant Marijuana Fanta Energy 

Drinks 

Male Mean 7.744 7.931 7.11 8.427 8.09 7.74 

N 130 1075 438 115 133 932 

Std. Deviation 1.7691 1.9405 2.225 1.7743 1.614 2.235 

Female Mean 7.257 7.943 6.98 7.906 7.36 7.98 

N 61 1086 447 51 52 753 

Std. Deviation 1.8631 1.8307 2.582 1.9742 1.228 1.909 

Total  Mean 7.588 7.937 7.04 8.267 7.88 7.85 

N 191 2161 884 166 185 1685 

Std. Deviation 1.8093 1.8857 2.412 1.8479 1.546 2.099 

 

 

  



 

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Appendix 2 – 2020 Consumption Patterns 
 

Consumption Patterns –2020 Prevalence Data – Overall, Gender, Grade Level and Age Grouping  

 

Table 61: Consumption Patterns –2020 Prevalence Data 

 Cigarette Alcohol Inhalant Marijuana Fanta Energy 

Drinks 

Lifetime  4.8 51.7 20.9  4.3 4.5 39.7 

Past Year 1.7 26.9 12.6  2.0 2.3 25.2 

Past Month 0.7 18.0 8.6  1.2 1.5 18.7 

       

Lifetime male 6.6 50.6 20.6  5.7 6.5 45.3 

Past Year male 2.7 28.0 12.1 3.1 4.0 29.1 

Past month male 1.3 17.7 7.6  1.6 2.6 22.3 

       

Lifetime female 3.1 52.7 21.1  2.9 2.4 35.4 

Past year female 0.6 25.8 13.1  0.9 0.5 21.1 

Past month female 0.1 18.2 9.5  0.7 0.1 15.0 

       

Lifetime Class 3  5.2 48.8 22.2  5.3 4.5 37.7 

Past Year Class 3  2.1 22.8 12.1  2.5 3.1 22.7 

Past month Class 3  0.9 15.1 8.9 1.5 2.0 18.6 

       

Lifetime Class 4  4.5 54.4 19.5   3.3 4.5 41.6 

Past Year Class 4  1.2 30.9 13.2 1.4 1.5 27.5 

Past month Class 4  0.5 20.8 8.4 0.8 0.9 18.8 

       

Lifetime 8-9 years 5.7 49.3 23.3 6.0 5.1 35.1 

Past Year 8-9 years   5.0 23.5 12.6 3.4 3.3 21.1 

Past month 8-9 years  1.0 17.2 10.1 2.2 2.2 18.0 

       

Lifetime 10 years  4.5 50.4  21.0 3.7 4.5 40.6 

Past Year10 years  4.5 25.7  12.6 2.0 2.2 25.1 

Past month10 years  0.5 16.8  8.4 1.0 1.3 19.3 

       

Lifetime 11-12 years 5.2 56.3 18.2 3.9 3.9 42.0 

Past Year 11-12 years  5.2 32.1  12.4 0.8 1.3 28.7 

Past month 11-12 years 0.3 20.9  7.4 0.6 0.6 18.1 

 

  



 

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Appendix 3 - Questionnaire 
 
 
 
 

 

 
 

2020 NATIONAL PRIMARY SCHOOL SURVEY  

 

 

 

 

 

1.  I am in: 
   
             Class  
2.  I am a: 
  
 Male            Female 

3.  I am:       
 
                   Years old 

 

 

 

 

 

  

  

INSTRUCTIONS: 

Please read each of the following questions carefully. Answer each question by 
ticking (√) the box next to your chosen answer or by filling in the blank spaces 
where provided.   

SECTION A 

 

QUESTIONNAIRE NUMBER: 

 



 

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4a) My parents/guardian(s) come to meetings at the school with my teacher. 

     Yes             No 

 

4b) My parents/guardian(s) know what programs I watch on television/electronic 
devices (e.g. iPads, tablets, cell phones, etc.). 

     Yes             No 

 

4c) Most of the time, my parents/guardian(s) know where I am after school or on 
weekends. 

     Yes             No 

 

4d) Most of the time, I am supervised by my parents/guardian(s) or another adult 
after school or on weekends. 

     Yes             No 

 

4e) My parents/guardian(s) know most of my friends. 

     Yes             No 

 

4f) Most of the time, my parents/guardian(s) check my homework. 

     Yes             No 

 

4g) My parents/guardian(s) talk with my teacher (e.g. on Whatsapp, before and 
after school, at meetings, etc.) 

     Yes             No      I Don’t know 

 

 

 

SECTION B 

 

     

     

     

     

     

     

     

 



 

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5. I can talk to my teacher if something is worrying me. 

     Yes             No 

 

6. I like going to school. 

     Yes             No 

 

7. I feel a part of this school. 

     Yes             No 

 

8. I believe I can do well at school. 

     Yes             No 

 

 

9) Which of the following activities do you take part in at school or after school? 
(Tick ALL that apply). 

    Cubs/Brownies/Pathfinders 

4H Club 

Karate 

Music 

Dancing 

Singing/Choir 

Sports 

Lessons 

Other (Please say) _______________________________________ 

None of the above 

 

 

SECTION C 

     

SECTION D 

     

     

     

      

      

      

      

      

      

      

      

      

      



 

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10) How many days during the past week did you use social media websites or 
apps, such as Instagram, Snapchat, Facebook, Whatsapp, TikTok? 

1 or 2 days 

3 or 4 days 

5 or 6 days 

Everyday 

I did not use social media during the past week 

 

11) How many days during the past week did you play video games? 

1 or 2 days 

3 or 4 days 

5 or 6 days 

Everyday 

I did not play video games during the past week 

 

12a) Did any other students purposely try to hurt you by shoving, hitting, kicking or 
teasing you in the past month? 

     Yes             No 

 

12b) Did you purposely try to hurt any other student(s) by hitting, shoving, kicking 
or teasing them in the past month? 

     Yes             No 

 

 

 

 

 

 

 

 

     

     

      

      

      

      

      

      

      

      

      

      



 

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13. How often do the following persons speak to you about drugs? 

Tick (√) the box next to each group of persons that gives your best answer.  Tick 
(√) only ONE box for each group. 

 

Parents  
Never 

 
Sometimes 

 
All the time 

 
Can’t remember 

Teachers  
Never 

 
Sometimes 

 
All the time 

 
Can’t remember 

Friends  
Never 

 
Sometimes 

 
All the time 

 
Can’t remember 

Visitors to 
the school 

 
Never 

 
Sometimes 

 
All the time 

 
Can’t remember 

  

 

14a) How easy is it to get marijuana (weed, joint, hash, spliff)? 

    Easy           Difficult             Impossible            Don’t know     

 

14b) How easy is it to get inhalants (e.g. glue, paint, gas)? 

             Easy            Difficult           Impossible           Don’t know     

 

14c) How easy it to get cigarettes? 

             Easy            Difficult           Impossible           Don’t know     

 

14d) How easy is it to get alcohol (e.g. beer, wine, rum, gin, whisky, vodka)? 

              Easy            Difficult           Impossible           Don’t know     

 

14e) How easy is it to get fanta? 

             Easy            Difficult           Impossible           Don’t know   

   

SECTION E 

    

    

    

    

SECTION F 

       

       

       

       

       



 

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14f) How easy is it to get lean (purple drank, sizzurp)? 

             Easy            Difficult           Impossible           Don’t know   

 

14g) How easy is it to get vape mods/vape pens/vaporizers/e-cigarettes/e-liquid? 

             Easy            Difficult           Impossible           Don’t know   

 

 

15a) Is smoking cigarettes harmful? 

             Yes             No                   Don’t know     

 

15b) Is drinking alcohol (e.g. beer, wine, rum, gin, whisky, vodka) harmful? 

             Yes             No                   Don’t know     

 

15c) Is inhaling common products such as glue, paint, deodorant, nail polish 
remover, cleaning products, gas or markers harmful? 

             Yes             No                   Don’t know     

 

15d) Is using marijuana harmful? 

             Yes             No                   Don’t know     

 

15e) Is smoking fanta harmful? 

             Yes             No                   Don’t know    

 

15f) Is using lean (also known as purple drank, sizzurp) harmful?  

             Yes             No                   Don’t know    

 

15g) Is vaping harmful? 

             Yes             No                   Don’t know    

SECTION G 

      

      

      

      

      

      

      

       

       



 

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16.  Carefully read each statement below.  Please TICK (√) the box that best 
describes how you feel about EACH statement. . 

 
*Drugs refers to alcohol, marijuana or cocaine (dope) 
* Alcohol refers to beer, rum, Guinness, wine, gin, whisky, brandy, etc. 
 

a)  Using drugs makes you look cool.  
    Yes 
 

No 
 

Don’t Know 
 

b)  People use drugs because their parents use drugs. 
     Yes 
 

No 
 

Don’t Know 
 

c) People use drugs because other persons in their 
family use drugs. 

     Yes 
 

No 
 

Don’t Know 
 

d)  People use drugs because their friends use drugs. 
     Yes 
 

No 
 

Don’t Know 
 

e)  People use drugs to feel less stressed. 
     Yes 
 

No 
 

Don’t Know 
 

f) People use drugs to relax. 
     Yes 
 

No 
 

Don’t Know 
 

g) People want to use alcoholic drinks such as beer, 
rum and wine when they see them advertised. 

     Yes 
 

No 
 

Don’t Know 
 

h) People want to smoke marijuana when they see 
other people smoking marijuana. 

     Yes 
 

No 
 

Don’t Know 
 

 
 

 

17. Have you ever been curious about trying drugs? 

             Yes             No              

   

  
 

  

   

   

 

   

SECTION H 

SECTION I 

     

   

   



 

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TOBACCO CIGARETTES 

18a) Have you ever smoked cigarettes? (Even a puff) 

     Yes             No 

 

18b) About how old were you when you first smoked a cigarette? If you have never 
smoked cigarettes, please place an “X” in the box provided.  

                          years old 

 

18c) Have you smoked cigarettes in the past 12 months? 

     Yes             No     I have never smoked cigarettes 

 

18d) Have you smoked cigarettes in the past month? 

     Yes             No     I have never smoked cigarettes 

 

18e) From whom/where do you usually get cigarettes? (Tick only ONE answer) 

    Friends             Parents/Guardian            On the block 

             Shop                 Brother/Sister            Other relative(s) 

    Other place (please say) ____________________________ 

    I have never smoked cigarettes 

 

18f) Where do you most often smoke cigarettes? (Tick only ONE answer)          

    At home           At school    On the block         At a friend’s house             

    At sporting events    At other social events (parties/fairs) 

    Other place (please say) ____________________________ 

    I have never smoked cigarettes 

 

SECTION J 

 

     

     

      

      

    

          

  

    

 

      

 

 



 

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ALCOHOL (like beer, rum, wine, gin, vodka) 

19a) Did you ever drink alcoholic beverages (even a sip)? These DO NOT include 
wine given at church. 

     Yes             No 

 

19b) About how old were you when you tried alcohol for the first time? If you have 
never used alcohol, please place an “X” in the box provided.  

                          years old 

 

19c) Did you drink alcoholic beverages in the past 12 months? 

     Yes             No     I have never used alcohol 

 

19d) Did you drink alcoholic beverages in the past month? 

     Yes             No     I have never used alcohol 

 

19e) From whom/where do you usually get alcohol? (Tick only ONE answer) 

    Friends           Parents/Guardian    Brother/Sister           Other relatives 

             On the block          Shop   Took it from home without permission         

    Other place (please say) ____________________________ 

    I have never used alcohol 

 

19f) Where do you most often drink alcohol? (Tick only ONE answer)          

    At home           At school    On the block         At a friend’s house             

    At sporting events    At other social events (parties/fairs) 

    Other place (please say) ____________________________ 

    I have never used alcohol 

 

 

 

     

      

      

    

          

  

    

      

      

 

 

 



 

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INHALANTS (household cleaning products, glue, paint, gas, hair spray, nail 
polish remover, markers) 

20a) Have you ever purposely inhaled products such as glue, paint, deodorant, hair 
spray, nail polish remover, cleaning products, or other similar products to get 
high? 

     Yes             No 

 

20b) About how old were you when you tried inhalants for the first time? If you 
have never used inhalants, please place an “X” in the box provided.  

                          years old 

 

20c) Have you purposely inhaled products such as glue, paint, deodorant, hair 
spray, nail polish remover, cleaning products, or other similar products to get 
high in the past 12 months? 

     Yes             No     I have never used inhalants 

 

20d) Have you purposely inhaled products such as glue, paint, deodorant, hair 
spray, nail polish remover, cleaning products, or other similar products to get 
high in the past month? 

     Yes             No     I have never used inhalants 

 

20e) From whom/where do you usually get inhalants? (Tick only ONE answer) 

    Friends             Parents/Guardian            Brother/Sister 

             Other relatives       Medicine cabinet     From the kitchen 

    Parents’/Guardian’s bedroom  

    Other place (please say) ____________________________ 

    I have never used inhalants 

 

20f) Where do you most often use inhalants? (Tick only ONE answer)          

    At home           At school    On the block         At a friend’s house             

    At sporting events    At other social events (parties/fairs) 

    Other place (please say) ____________________________ 

    I have never used inhalants 

     

      

      

    

          

  

    

    

      

      

 

 



 

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MARIJUANA (weed, joint, hash, spliff) 

 

21a) Have you ever used marijuana? (Even a puff, or a bite or sip of food/drink 
which contains marijuana) 

     Yes             No 

 

21b) About how old were you when you used marijuana for the first time? If you 
have never used marijuana, please place an “X” in the box provided.  

                          years old 

 

21c) Have you used marijuana in the past 12 months? 

     Yes             No     I have never used marijuana 

 

21d) Have you used marijuana in the past month? 

     Yes             No     I have never used marijuana 

 

21e) From whom/where do you usually get marijuana? (Tick only ONE answer) 

    Friends             Parents/Guardian            Brother/Sister 

             Other relatives       Street Pusher           On the block 

    Other place (please say) ____________________________ 

    I have never used marijuana 

 

21f) Where do you most often use marijuana? (Tick only ONE answer)          

    At home           At school    On the block          At a friend’s house             

    At sporting events    At other social events (parties/fairs) 

    Other place (please say) ____________________________ 

    I have never used marijuana 

 

  

     

      

     

    

          

  

    

      

      

 

 

 



 

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FANTA (Wild tobacco, smoked like cigarettes) 

 

22a) Have you ever smoked fanta? (Even a puff) 

     Yes             No 

 

22b) About how old were you when you first smoked fanta? If you have never 
smoked fanta, please place an “X” in the box provided.  

                          years old 

 

22c) Have you smoked fanta in the past 12 months? 

     Yes             No     I have never smoked fanta 

 

22d) Have you smoked fanta in the past month? 

     Yes             No     I have never smoked fanta 

 

22e) From whom/where do you usually get fanta? (Tick only ONE answer) 

    Friends             Parents/Guardian            On the block 

             Shop                 Brother/Sister            Other relative(s) 

    Other place (please say) ____________________________ 

    I have never smoked fanta 

 

22f) Where do you most often smoke fanta? (Tick only ONE answer)          

    At home           At school    On the block         At a friend’s house             

    At sporting events    At other social events (parties/fairs) 

    Other place (please say) ____________________________ 

    I have never smoked fanta 

 

 

 

     

      

      

    

          

  

    

      

      

 

 



 

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ENERGY DRINKS (e.g. Monster, Kick, Turbo, Boom, Red Bull) 

 
23a) Have you ever had energy drinks? (Energy drinks DO NOT include Gatorade or 

Powerade.) 

     Yes             No 

 

23b) About how old were you when you tried energy drinks for the first time?  If 
you have never used energy drinks, please place an “X” in the box provided.  

                          years old 

 

23c) Did you drink energy drinks in the past 12 months? 

     Yes             No     I have never used energy drinks 

 

23d) Did you drink energy drinks in the past month? 

     Yes             No     I have never used energy drinks 

 

23e) From whom/where do you usually get energy drinks?  

    Friends             Parents/Guardian            On the block 

             Shop                 Brother/Sister            Other relative(s) 

    Other place (please say) ____________________________ 

    I have never used energy drinks 

 

23f) Where do you most often drink energy drinks? (Tick only ONE answer)          

    At home           At school    On the block         At a friend’s house             

    At sporting events    At other social events (parties/fairs) 

    Other place (please say) ____________________________ 

    I have never used energy drinks 

 

 

 

     

      

      

      

      

    

 

          

  

    

 



 

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23g) Have you ever had a mixture of an alcoholic beverage and an energy drink? 
(For example, Vodka and Red Bull) 

     Yes             No     I have never used energy drinks and/or alcohol 

 

 

OTHER DRUGS  

 

24a) Have you ever used an e-cigarette, also known as a vape pen (used for 
vaping)? 

      Yes             No     I do not know what an e-cigarette/vape pen is 

 

 

24b) Have you ever used lean, also known as sizzurp or purple drank? 

      Yes             No     I do not know what lean is 

 

24c) Have you ever used any other drug(s)? (Other than cigarettes, alcohol, 
inhalants, marijuana, fanta, e-cigarettes/vape pens or lean. Do not include 
medicines from home, the doctor, or pharmacy.)   

    Yes (Please say which drug ______________________________)              

    No 

 

 

End of Survey 

Thank You 

 

  

  

    

 

      

      

      



 

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