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Research
Emmanuel Kimera
Mountains of the Moon University
Corresponding Author
ORCiD: https://orcid.org/0000-0003-0836-8814
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Although schools have been identified as significant settings in the response to the HIV/AIDS pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA) especially in resource limited countries. In this study we explored how school stakeholders in western Uganda perceived of good practices to include and support YLWHA in their schools. We conceptualized an HIV/AIDS-care and support competent school community.
Methods
This qualitative inquiry involved school stakeholders (parents/caretakers, school staff and students) purposively selected from 3 secondary schools in western Uganda. A total of 88 participants were involved in focus group discussions and individual interviews. Data analysis followed an inductive and deductive thematic strategy.
Results
We identified 7 overarching interrelated themes in which participants reported practices to include and support YLWHA: counselling and guidance; social support networks and linkages; knowledge and skills; anti-stigma and anti-discrimination measures; disclosure of HIV status; treatment and management of HIV/AIDS; and affirmative actions for YLWHA. Stakeholders’ perceptions of good practices often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA.
Conclusion
Despite the meager support for YLWHA currently available in schools, our study points to optimism and high potential. We posit that building competent HIV/AIDS-care and support school communities is a gradual process requiring each school to develop a strong knowledge base about HIV/AIDS and support needs of YLWHA, develop a coherent and school-wide approach, and collaborate extensively with external stakeholders who are significant in supporting YLWHA.
Keywords
HIV/AIDS, inclusive education, youth, qualitative, HIV/AIDS competence, Uganda
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This is a preprint. It has not completed peer review.
Research
Emmanuel Kimera
Mountains of the Moon University
Corresponding Author
ORCiD: https://orcid.org/0000-0003-0836-8814
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 16 Jul, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Health Policy
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Although schools have been identified as significant settings in the response to the HIV/AIDS pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA) especially in resource limited countries. In this study we explored how school stakeholders in western Uganda perceived of good practices to include and support YLWHA in their schools. We conceptualized an HIV/AIDS-care and support competent school community.
Methods
This qualitative inquiry involved school stakeholders (parents/caretakers, school staff and students) purposively selected from 3 secondary schools in western Uganda. A total of 88 participants were involved in focus group discussions and individual interviews. Data analysis followed an inductive and deductive thematic strategy.
Results
We identified 7 overarching interrelated themes in which participants reported practices to include and support YLWHA: counselling and guidance; social support networks and linkages; knowledge and skills; anti-stigma and anti-discrimination measures; disclosure of HIV status; treatment and management of HIV/AIDS; and affirmative actions for YLWHA. Stakeholders’ perceptions of good practices often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA.
Conclusion
Despite the meager support for YLWHA currently available in schools, our study points to optimism and high potential. We posit that building competent HIV/AIDS-care and support school communities is a gradual process requiring each school to develop a strong knowledge base about HIV/AIDS and support needs of YLWHA, develop a coherent and school-wide approach, and collaborate extensively with external stakeholders who are significant in supporting YLWHA.
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