KNOWLEDGE, ATTITUDES, AND PEER SUPPORT FOR PSYCHOACTIVE SUBSTANCE USE AMONG UNDERGRADUATES AT ACHIEVERS UNIVERSITY, OWO, ONDO STATE, NIGERIA.

This study examines the knowledge, attitudes, and peer support dynamics surrounding psychoactive substance use among undergraduate students at Achievers University, Owo. Using a mixed-methods approach involving 150 survey respondents and 10 in-depth interviews, the study analyses awareness levels, stigma, interaction patterns, and informal support structures, Psychoactive substance abuse is an escalating public health concern in Nigerian universities, with students increasingly exposed to various drugs such as alcohol, cannabis, tramadol, and nicotine. The study assesses students’ knowledge of substance-related risks, examine attitudes toward peers who are substance dependent, explore how students interact with drug-using peers, analyze peer support mechanisms for dependent students, and evaluate perceptions of the effectiveness of such support. A mixed-methods approach was employed, incorporating quantitative data from surveys and qualitative insights from in-depth interviews (IDIs) and focus group discussions (FGDs). Results showed that students had a basic awareness of common substances but demonstrated limited understanding of long-term consequences and the concept of abuse. Attitudes toward dependent peers were shaped by fear of stigma, moral judgment, and religious values, often leading to social withdrawal. Social interactions with drug-using peers were largely restricted to academic settings, while peer support, though present, was informal and inconsistent. Many students recognized the potential for peer influence to support recovery, but emphasized that success depended on genuine intent, commitment, and the absence of stigma. The study concludes that while students show an awareness of substance use issues, significant knowledge gaps, judgmental attitudes, and insufficient support structures persist. Addressing these challenges requires holistic strategies that integrate education, destigmatization, and structured peer mentorship programs.