Asian Journal of Education and Social Studies

Substance abuse and mental health disorders have emerged as critical public health challenges in higher education institutions globally, with profound implications for student well-being, academic performance, and long-term life outcomes. In Zambia, particularly within the expanding private university sector, the intersection of these dual challenges remains under-researched despite concerning national indicators. This study investigated the relationship between substance abuse and mental health disorders among students in selected private universities in Lusaka District, Zambia. A convergent parallel mixed-methods research design was adopted. Data were collected using structured questionnaires adapted from validated instruments (AUDIT-C, DAST-10, DASS-21, PHQ-9, GAD-7, MSPSS, and Brief COPE) and semi-structured focus group discussions from a sample of 374 students. Quantitative data were analysed using descriptive statistics and multiple regression analysis (SPSS Version 28), while qualitative data were analysed thematically. Findings revealed a high prevalence of substance use, with inhalants (25.9%) and amphetamines (21.7%) being the most commonly reported substances, alongside hazardous alcohol consumption patterns, with 22.2% of students engaging in near-daily binge drinking. Multiple regression analysis indicated that selected predictors collectively explained 44.8% of the variance in binge drinking behaviour (R² = 0.448, F = 22.464, p < 0.001), with illegal drug-seeking behaviour (β = 0.754), grade anxiety (β = 0.586), and family pressure (β = 0.265) emerging as the strongest predictors. Qualitative results confirmed that students described substance use as a normalised, maladaptive response to overwhelming academic and financial stress, while existing support systems were characterised by low awareness (with only 26.2% being aware of counselling services), profound stigma, and mistrust regarding confidentiality. The study concluded that substance abuse and mental health disorders are closely interrelated and mutually reinforcing among the students studied, driven by acute stressors and sustained by an institutional response gap. Because the design was cross-sectional, causal directionality cannot be definitively established. The study therefore recommended a comprehensive wellness policy, professionalised counselling with dual-diagnosis expertise, de-stigmatising peer-led campaigns, and academic structure reforms to mitigate student distress.