Care and support for youth living with HIV/AIDS in secondary schools: perspectives of school stakeholders in western Uganda

Emmanuel Kimera,Didier Reynaert,John Rubaihayo,Anne-Mie Engelen,Johan Bilsen,Kintu Mugenyi Justice,Jessica De Maeyer,Sofie Vindevogel

doi:10.1186/s12889-020-10143-3

Abstract

BackgroundAlthough 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 strategies by school stakeholders (school staff, parents/caretakers, and students) in western Uganda to care for and support YLWHA in their schools.MethodsThe article utilizes data collected between May and October, 2019 from a qualitative inquiry based on focus group discussions and interviews with 88 school stakeholders purposively selected from 3 secondary schools in western Uganda. Textual data was analyzed thematically involving both inductive and deductive coding.ResultsWe identified 7 overarching interrelated themes in which participants reported strategies to care for 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’ strategies often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA.ConclusionsDespite the limited care and support strategies specific for YLWHA currently available in schools, our study points to optimism and high potential given stakeholders’ identified avenues for improvement. We posit that promoting HIV/AIDS-care and support in schools 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.

Highlights

Schools have been identified as significant settings in the response to the Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA), especially in resource limited countries
Both perinatally and behaviorally infected young people are growing into adulthood [14], necessitating a critical assessment of the HIV/AIDS response strategies of schools where this growing number of YLWHA is expected to spend most of the time [15]
We investigated what school stakeholders – i.e. key actors in the school supportive social structures- in secondary schools of western Uganda considered as advantageous strategies to care for and support YLWHA in their schools and how care and support could further be developed to realize inclusive education for YLWHA

Summary

Introduction

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. Supporting YLWHA in schools is relevant as the prevalence of HIV continues to rise among youth in Uganda and other countries of sub-Saharan Africa [11] due to high infection rates during adolescence [12] and the scaling up of access to Antiretroviral Therapies (ART) [13]. Both perinatally and behaviorally infected young people are growing into adulthood [14], necessitating a critical assessment of the HIV/AIDS response strategies of schools where this growing number of YLWHA is expected to spend most of the time [15]

Methods

Discussion

Conclusion