SK GUAL TO'DEH - The Anti-Drug Programme in Malaysian Schools: An Academic Review
1. Introduction
The Drug Prevention Education Programme (Program Pendidikan Pencegahan Dadah, PPDa), commonly known as the Anti-Drug Programme, is implemented simultaneously nationwide across Malaysia. Coordinated by the Ministry of Education Malaysia (MOE) in collaboration with the National Anti-Drugs Agency (AADK), the Royal Malaysian Police, parents, and the local community, the primary aim of the programme is to build "Drug-Free Schools" through education, intervention, and community collaboration.
2. Programme Structure at the School Level
The PPDa programme consists of various initiatives, including:
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5-Minute Anti-Drug Messages: Delivered weekly during school assemblies (typically every Tuesday), these messages focus on drug awareness and reinforce the anti-drug pledge.
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Anti-Drug Talks and Exhibitions: Collaboration with AADK and external agencies to deliver talks, video screenings, and interactive exhibitions in school compounds.
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Creative and Co-Curricular Activities: Competitions such as poster making, mural painting, essay writing, poetry recitations, quizzes, and anti-drug aerobic sessions, facilitated through clubs such as the Anti-Drug Badge Scheme (SLAD) and Peer Helpers.
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Urine Screening and Intervention Programmes: Implemented for secondary students identified as at-risk or positive through initiatives like the PIP (Student Intervention Programme) or SHIELDS (Love Life, Avoid Suffering Forever), including multi-day camps and life resilience counselling.
3. Age-Specific Programme Models
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Primary School (Ages 10–12): The PINTAR 2.0 Programme (Program Intelek Asuhan Rohani) builds awareness, knowledge, and life skills through a 4-day 3-night camp for at-risk students.
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Secondary School (Ages 13–18): The SHIELDS Programme focuses on students involved with or at risk of drug use, including urine testing, 3-day 2-night camps, and skill-building modules.
4. Implementation Strategies and Collaboration
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The School Counselling Unit and school administrators play a key role in yearly planning. Parent-Teacher Associations (PIBG), local communities, AADK, police, and NGOs like PEMADAM also provide support.
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A holistic approach integrates anti-drug messages across curriculum and co-curricular subjects, such as Moral Education, Physical and Health Education, Languages, and Islamic Studies.
5. Benefits and Impacts
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Early Awareness and Prevention: Early detection of at-risk students enables timely intervention to prevent deeper involvement in drug abuse.
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Improved Life Skills: Through modules focusing on coping skills, assertiveness, and stress management, students gain resilience to peer pressure and life challenges.
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Positive Values and Healthy Lifestyles: Activities such as quizzes and sports promote healthy living and anti-drug values.
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Community and Family Involvement: Active participation from parents and local communities strengthens the support network for students.
6. Implementation Challenges
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Resource and Logistical Constraints: Not all schools have equal access to AADK officers, multimedia tools, or the facilities needed to conduct intervention camps.
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Continuity of Activities: Some schools only conduct anti-drug events during Drug Awareness Month, with limited follow-up activities throughout the year.
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Teacher and Student Engagement: Varying levels of awareness and commitment among teachers and students affect programme effectiveness.
7. Recommendations for Improvement (Based on Recent Findings)
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Evidence-Based Programme Implementation: Research supports the use of life skills training frameworks for adolescent interventions, which should be integrated into PPDa.
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Digitalisation of PPDa Modules: Leveraging online platforms (social media, interactive videos) can help deliver anti-drug messages in a format appealing to the digital-native generation.
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Student-Led Peer Engagement: Assigning Peer Helpers or SLAD members as advocates for drug awareness among their peers can increase programme impact.
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Peer-Led Evaluation: Involving students in observing and providing feedback on PPDa activities can support continuous improvement from the ground up.
8. Conclusion
The PPDa Anti-Drug Programme in schools is a comprehensive national initiative that uses education, intervention, and community support to build a drug-free school environment. From daily pledges to structured intervention camps, its success depends on ongoing school commitment, collaboration with stakeholders, and promoting values and life skills among students. For greater impact, the programme should adopt evidence-based strategies, digitise its learning modules, and empower students as change agents in their own learning environments.
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