Evaluation of School-Based Anti-Drug Abuse Education Programmes in Adamawa State

School-based anti-drug abuse education programmes represent a primary prevention strategy for reducing substance use initiation among adolescents, yet their effectiveness within the Nigerian school system requires systematic professional evaluation. This study evaluates the design quality, implementation fidelity, and preliminary effectiveness of school-based anti-drug abuse education programmes operating in secondary schools in Adamawa State, North East Nigeria. A programme evaluation design integrating process and outcome evaluation methods was adopted across 18 secondary schools with active anti-drug programmes. Data were collected through document reviews of programme materials, classroom observations, student knowledge and attitude assessments, and semi-structured interviews with programme facilitators and school counsellors. Findings indicate that most programmes rely on didactic lecture-only delivery, lack clearly articulated theory of change, and do not incorporate evidence-based skills-building components. Student knowledge of drug harm following programme exposure is modestly improved, but attitude and behavioural intention changes are minimal, consistent with the ineffectiveness of knowledge-only approaches in behaviour change literature. Programmes incorporating peer education components and interactive skills-based activities demonstrate significantly greater attitude improvements. Programme fidelity is low, with substantial variation in content delivery between facilitators. Recommendations include redesigning programmes around social influence models, training facilitators in interactive drug education methods, and establishing a formal monitoring and evaluation system for school drug prevention programmes across the state. Keywords: anti-drug abuse education, programme evaluation, secondary schools, Adamawa State, prevention