HIV and AIDS education for senior school pupils in Scotland: a quantitative evaluation

Abstract

This paper reports on the findings from a survey of approximately 600 senior school students in the Lothian region of Scotland, conducted to evaluate a short HIV/AIDS intervention for schools set up by the regional HIV/AIDS education team. The innotative approach adopted uses spe cially trained sessional workers, instead of school staff, for small-group work, and includes a plenary session where someone who is HIV positive talks and answers questions. The focus of the study was on process evaluation, with a small impact component in terms of attitude shift. Data were gathered by means of two self-completed questionnaires. The results from the pre-intervention survey suggest that the study group was not particularly impressed with any HIV/AIDS education received in school up to the time of the survey. Particular concern was evident about communication difficulties and the potential for embarrassment when teachers are responsible for this education. At post-intervention, pupils were highly positive about the new approach; this included a high proportion of those who had been negative about HIV/AIDS education pre-intervention. The survey data show that the specially trained sessional workers were highly valued for their 'anonymity' and 'specialist expertise', enhancing the perceived effectiveness of the small-group discussions. The HIV-positive speaker made a strong impression, although reactions were mixed. There was little shift in attidues about HIV/AIDS as measured pre- and post-intervention. Overall, the intervention was perceived by its target audience as a more effective approach to HIV/AIDS education than anything previously experienced in school, and achieved its objective of facilitating open discussion around relevant issues. Implications for ap proaches to HIV/AIDS education in school are also considered.