PERCEPIONS

Background: Substance use among university students has become a growing concern, particularly when such use is linked to academic pursuits. This study examines the influence of academic-related substance use on student performance, perceptions, and implications, focusing on undergraduate students in the Faculty of Pharmacy, University of Benin. Academic-related substance use refers to the consumption of stimulants, energy drinks, prescription medications or other psychoactive substances with the intention of improving concentration, alertness or academic productivity. Objectives: The study investigates the prevalence of these substances, student’s motivations for use, perceived academic benefits and the actual academic and health consequences associated with their consumption. Methods: A descriptive cross-sectional survey design was employed, utilizing structured questionnaires to collect quantitative data from a representative sample of students (200 - 600 level). The data was analyzed using descriptive and inferential statistical methods, statistical significance was set at p < 0.05. Results: Among respondents, majority of the respondents (190; 66.0%) reported using substances such as caffeine, prescription stimulants or energy drinks. Among the substances used, caffeine in the form of coffee and energy drinks was the most commonly consumed (159; 55.2%). (107; 37.2%) strongly disagreed that academic pressure encourages substance use. (138; 47.9%) stated that substance use had no impact on their academic performance. The chi-square analysis indicated no statistically significant association between ADHD diagnosis and academic motivation (χ² = 6.252, p = 0.619). Conclusion: The findings revealed a high prevalence of stimulant and caffeine use, primarily driven by academic pressure, accessibility and the perceived need to enhance alertness or concentration