Kihumuro Raymond Bernard, Muganzi David Jolly, Wandira Elton George, Alinaiswe Racheal, Nanyunja Jovitah Joselyne, Kugumisiriza Ruth, Alele Paul E, Mubangizi Vincent
Mbarara University of Science and Technology, P.O. Box 1410, Mbarara, Uganda.
BMC Public Health. 2021 Feb 9;21(1):327. doi: 10.1186/s12889-021-10380-0.
The number of human immunodeficiency virus (HIV) positive adolescents in secondary school has increased over the years. Little is known on how the students cope to the pressures and demands of their academic and health lives in the boarding secondary schools. This study explored the factors surrounding their anti-retroviral therapy adherence as well as their experiences.
We did a qualitative study that employed in-depth interviews amongst purposively selected 19 HIV positive adolescent students in boarding secondary school and seven key informants. Key informants were members of boarding secondary school staff directly taking care of the adolescents living with human immune virus and had spent at least two academic terms in that school. The study participants were recruited from four health facilities in Bushenyi district, southwestern Uganda, and key informants from five boarding secondary schools in Bushenyi. These were engaged in in-depth interviews using an interview guide. Data was transcribed, coded and the content analyzed thematically.
Adolescents living with human immunodeficiency virus in boarding secondary school face challenges similar to adolescents outside boarding school settings. However, some challenges are unique to them. Students faced numerous barriers which made it difficult to adhere to their medication. Stigmatization in its different forms was also a major challenge amongst students. Willingness disclosure of serostatus was beneficial to the students since it guaranteed support while at school; facilitating adherence and better living. However, students were uneasy to disclose their status. Some students adopted negative coping mechanisms such as telling lies, escaping from school, and class to access medication.
Adolescents in boarding secondary schools face similar challenges as compared to their counterparts with some being unique to them. Few school mechanisms help these students to cope while at school. Limited disclosure has proven useful but some adolescents have opted not to disclose their status and hence used negative coping mechanisms. These challenges need to be addressed and a safe environment to encourage limited disclosure should be made.
多年来，中学里感染人类免疫缺陷病毒（HIV）的青少年人数有所增加。对于这些学生如何应对寄宿制中学学业和健康生活的压力与要求，人们知之甚少。本研究探讨了影响他们抗逆转录病毒治疗依从性的因素及其经历。
我们进行了一项定性研究，对寄宿制中学中19名经 purposively 挑选的HIV阳性青少年学生和7名关键信息提供者进行了深入访谈。关键信息提供者是寄宿制中学中直接照顾感染人类免疫病毒青少年的工作人员，且在该校至少度过了两个学期。研究参与者从乌干达西南部布申尼区的四个卫生机构招募，关键信息提供者来自布申尼的五所寄宿制中学。使用访谈指南对他们进行深入访谈。数据进行了转录、编码，并进行了主题内容分析。
寄宿制中学中感染人类免疫缺陷病毒的青少年面临着与寄宿制学校外青少年类似的挑战。然而，有些挑战是他们所特有的。学生们面临着众多阻碍，难以坚持服药。不同形式的污名化也是学生中的一个主要挑战。愿意披露血清学状态对学生有益，因为这能保证他们在学校时得到支持，促进依从性并改善生活。然而，学生们对披露自己的状态感到不安。一些学生采取了消极的应对机制，如说谎、逃学和逃课去服药。
与同龄人相比，寄宿制中学的青少年面临着类似的挑战，有些挑战是他们所特有的。学校几乎没有机制帮助这些学生在校应对。有限的披露已被证明是有用的，但一些青少年选择不披露自己的状态，因此采用了消极应对机制。这些挑战需要得到解决，应营造一个安全的环境，鼓励有限度的披露。
