CARE AND SUPPORT STRATEGIES FOR LEARNERS LIVING WITH HIV/AIDS AND THEIR PARTICIPATION IN EDUCATION IN BOARDING SECONDARY SCHOOLS, NANDI COUNTY, KENYA

Abstract

Supporting Adolescents Living with Human Immunodeficiency Virus is important in achieving the global target of reducing the impact of HIV and AIDS as a public health threat by 2030. This need integrated adolescent friendly services that handle stigma, improve adherence to medication through early disclosure and by providing holistic care to enable them thrive as global efforts to improve their health outcomes. Kenya bears a significant burden of adolescents affected by HIV and has consequently prioritized interventions aimed at reducing HIV-related mortality, as well as stigma and discrimination among this group. School caregivers play a role in mitigating the challenges of ALHIV in protecting, inclusion and securing their well-being. The main purpose of this study was to investigate school -based of care and support strategies for ALHIV/AIDS and how these enhances their participation in education in boarding secondary schools in Nandi County, Kenya. The study objectives were: to explore early identification strategies of HIV positive learners through willful disclosure; to investigate stigma handling strategies: to determine ways of supporting treatment adherence; to assess ways of empowering school caregivers and to find out their challenges faced by school caregivers supporting HIV positive learners to enable them support learners participate in their education. The study was guided by Health Belief Model (HBM), Ecological Systems Theory (EST) and Implementation Science. The study adopted a pragmatic paradigm and descriptive survey design. Data were collected using interviews with principals and questionnaires for caregivers. A total of 362 participants were purposively selected from a target population of 1,207 school caregivers. The distribution were 25 principals, 50 nurses/matrons or boarding masters, 50 guidance and counselling and 236 class teachers. Quantitative data was analysed using descriptive statistics, and qualitative data was analysed thematically to support the quantitative findings. Study findings revealed that majority of the respondents 231(77.8%) agreed that school care giver knows learners living with HIV/AIDS in their school and has helped them support them to participate in their learning. A significant percentage (50%) of school caregivers had learners who had disclosed their HIV status and enabled them to access support. The majority of schools have made significant progress in reducing stigma and discrimination against learners living with HIV, and this has improved their educational participation. The study findings revealed that 64.7% of caregivers indicated that disclosed learners received reminders for clinic appointments, and most had developed personal responsibility in medication adherence. The study concludes that school-based care and support are vital for their participation in education and general well-being of learners living with HIV/AIDS. The study recommends continuous training and sensitization of school caregivers, alongside the strengthening of school-based care networks through linkages with health providers, peer support, and parental involvement. Schools should also promote inclusive, stigma-free environments to enhance educational participation and well-being among learners living with HIV/AIDS.