SSKA POLICE SHARES EXPERT INFORMATION WITH GIS SCHOOL
June 28, 2021
In today’s modern world, our children’s safety requires a broad-based effort by the entire community, including educators at schools, students, parents, law enforcement agencies, businesses, and faith-based organsations, among others. By adopting a comprehensive approach to addressing their safety focusing on prevention, intervention, and response, communities can increase the safety and security of our children throughout Botswana.
In honouring International Drug Awareness Day, taking place on 26 June 2021, Gaborone International School (GIS), partnered with Sir Seretse Khama Airport Police (SSKA) to educate students on the impact of drugs and how to be part of the bigger picture for prevention, intervention, and response programs.
Have you ever seen a person who seems to have lost touch with reality? Unable to care for themselves and not have control over their bodily movements? Some say they are having an out of body experience while others are paranoid by the slightest details in their environment. Such individuals tend to be misusing illicit drugs.
Illicit drugs are described as highly addictive drugs that change how the brain works which ultimately alters how a person thinks and acts. These specific drugs are associated with deficits in executive functioning and psychomotor function. Being under the influence of illicit drugs affects a person’s daily functions that involve memory, flexibility in thinking as well as self-control.
A person who is under the influence of an illicit drugs could compromise their ability to perform basic tasks associated with their work. They might struggle to start a simple task and stay focused on it; find it difficult to keep track of what they are doing; fail to read a text and hold that information to be able to answer the following questions as well as be able to restrain themselves from shouting out answers. Illicit drugs can also change a person’s emotions, where a person can become verbally and physically aggressive. It's problematic for them to effectively communicate and they display non-caring behaviour.
People experience these deficits because drugs interfere with how messages in the brain are sent, received and processed. Some of these drugs mimic the brain’s chemicals and therefore can activate activity in the brain. However, due to this not being a natural chemical of the brain, it leads to inconsistent and abnormal messages being exchanged through the network of neurons. Consequently, bodily functions are affected like heart rate, breathing and sleeping which can lead to death if the person overdoses.
Overdosing and addiction are brought about by the brain of the individual using an Illicit drug starting to experience less and less pleasure from naturally rewarding activities and therefore needing to take more and more of the drug to experience euphoria. They have to take the drug to experience any normal level of pleasure and sometimes need larger amounts to produce the familiar high.
Individuals using illicit drugs are not psychologically, emotionally or physically free from them. Their lives are adversely affected. A person starts performing badly at work might lose their job due to these actions. Additionally, they can develop aggressive behaviour and start to withdraw from family and friends.
No parent, child, or family is immune to the effects of drugs. Any person can end up in trouble, even those who have made an effort to avoid it. However, the objective is to guide and foster a sense of community and connection among schools and those organisations and agencies that work together to enhance and sustain safety in your community.
GIS want to take this opportunity to thank the SSKA Police for taking time to educate our senior students on legislation regarding illicit drugs but more importantly on the topic of prevention. “We are excited to continue the partnership to raise awareness amongst all students on the dangers of drugs, crime and violence and the impact it has on individuals, families and education. Like John C Maxwell said, ‘Teamwork makes the dreamwork’.”
Using Assessment Insights to Personalise Support and Improve Learner Outcomes
At Gaborone International School, we often speak to parents who carry both excitement and concern about their children’s future. Many wonder whether their child will cope with academic pressure, adapt to independent living overseas, stay emotionally strong, or successfully compete in an increasingly global world. These are very real concerns, and as educators, we see it as our responsibility to prepare students not only for examinations, but for life beyond school. Academic excellence remains a strong foundation. Through the Cambridge IGCSE curriculum, students develop internationally recognised qualifications that open doors to universities around the world. Our students consistently achieve outstanding results, and many can study abroad directly after IGCSE without needing AS Level studies. The strength of First Language English at GIS, together with the fact that learning and communication across the school happen in English, also gives students an important advantage when applying internationally. However, future success is about far more than grades alone. To prepare students further, GIS regularly hosts visits from international universities, including institutions from South Africa, Switzerland, and Canada. These engagements help learners and parents better understand global opportunities and career pathways. Students also participate in excursions to companies, institutions, and factories, giving them valuable exposure to different professions and working environments. One of the greatest transformations I have personally witnessed involved a student who began as extremely shy and reserved. She rarely spoke publicly and lacked confidence in her abilities. Over time, through opportunities provided by the school, she slowly found her voice. Today, she runs her own student career guidance consultancy and even speaks at national events. Her journey is a reminder that confidence can be taught, nurtured, and developed when students are consistently encouraged to step forward. GIS intentionally creates those opportunities. Students participate in debate and public speaking clubs, present during assemblies from Form 1, facilitate workshops, elect class monitors, and choose their own sports captains. During Entrepreneurship Day, students run their own business stalls and experience real decision-making, teamwork, and responsibility. Through Culture Week, students celebrate diversity and learn to appreciate different backgrounds and perspectives. These experiences help students become adaptable, confident, and culturally aware — qualities universities and employers increasingly value. Equally important is learner support. We understand that academic pressure can affect confidence and well-being. GIS has a resident psychologist who supports students emotionally and psychologically, while our restorative approach to discipline focuses on growth rather than punishment. I have seen learners who once struggled with anxiety and mental blocks go on to perform exceptionally well in their final examinations because they felt supported, understood, and guided. The world our children are entering is also rapidly changing technologically. GIS responds to this through Robotics, EdTech, and a strong focus on future-ready skills. Together with the ADvTECH Global Competency Skills and RDI (Respect, Diversity, and Inclusion) frameworks, and Community Service programmes, students are taught adaptability, collaboration, leadership, empathy, and responsible global citizenship from an early age. Ultimately, our goal at GIS is simple: to help every learner achieve their aspirations. We want students to leave our school academically strong, emotionally grounded, culturally aware, and confident enough to thrive anywhere in the world.
What Global Standards Mean for Your Child’s Future
