They know but do not take it to be real : HIV/AIDS education and behaviour change : contextual factors that affect translation of knowledge into action among in-school adolescents in rural Uganda

Abstract

Abstract

The main goal of the present study was to investigate the factors that affect translation of HIV/AIDS knowledge into action. Using both qualitative and quantitative methods, data was obtained from students, teachers, parents, school administrators and the HIV/AIDS coordination department from the Ministry of Education and Sports. The Health Belief Model and Social Learning Theory that formed the basis of this study were used through discussion and analysis of research findings. The study identified interplay of individual, social and structural factors with the school and family as the main agents.

The findings suggest that the interplay of individual, social and structural factors hindered the translation of knowledge into action. Within the school context, although HIV/AIDS education is not treated as an independent subject in the formal school curriculum, students get information from various sources. HIV/AIDS knowledge among adolescents in this study was found to be high, but with inabilities to transfer it to their daily lives, which partly explains the low perceived risk. The social setting (family and school) that includes peers and friends, sex differences and gender roles, lack of skills related to HIV prevention, the socio-economic and structural environments as well as individuals’ abilities to make healthy decisions and choices influence the way young people respond to the knowledge.

The study recommends the strengthening of school capacity by making HIV/AIDS education an integral part of school programs and providing school staff with training in life skills and HIV/AIDS prevention. Student-initiated School Anti-AIDS Clubs should be supported and established where they do not exist. Parents/guardians, young people and the community are key stakeholders and therefore, their input should be regarded in planning and delivery of in-school programs. Basing on the available evidence from this and other studies, the Ministry of Education and Sports should design a uniform strategic plan for HIV/AIDS activities in schools. Means of monitoring and evaluation of such activities should be put in place so as to monitor progress or setbacks as well as to identify emerging challenges such as children orphaned by HIV/AIDS, those already infected, etc and deal with them.

Key words: HIV/AIDS education, Behaviour change, adolescents