AutomedicationFrancoV1, Main, Exploration, bibRecord, 000209

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators.

Identifieur interne : 000209 ( Main/Exploration ); précédent : 000208; suivant : 000210

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators.

Auteurs : Emmanuel Kimera [Ouganda, Belgique] ; Sofie Vindevogel [Belgique] ; Mugenyi Justuce Kintu [Ouganda] ; John Rubaihayo [Ouganda] ; Jessica De Maeyer [Belgique] ; Didier Reynaert [Belgique] ; Anne-Mie Engelen [Belgique] ; Fred Nuwaha [Ouganda] ; Johan Bilsen [Belgique]

Source :

BMC public health [ 1471-2458 ] ; 2020.

RBID : pubmed:31952483

Descripteurs français

KwdFr :
- Absentéisme (MeSH), Adaptation psychologique (MeSH), Adolescent (MeSH), Antirétroviraux (usage thérapeutique), Attitude envers la santé (MeSH), Enfant (MeSH), Femelle (MeSH), Humains (MeSH), Infections à VIH (psychologie), Infections à VIH (traitement médicamenteux), Jeune adulte (MeSH), Mâle (MeSH), Ouganda (MeSH), Recherche qualitative (MeSH), Stigmate social (MeSH), Établissements scolaires (MeSH).
MESH :
- psychologie : Infections à VIH.
- traitement médicamenteux : Infections à VIH.
- usage thérapeutique : Antirétroviraux.
- Absentéisme, Adaptation psychologique, Adolescent, Attitude envers la santé, Enfant, Femelle, Humains, Jeune adulte, Mâle, Ouganda, Recherche qualitative, Stigmate social, Établissements scolaires.
Wicri :
- geographic : Ouganda.

English descriptors

KwdEn :
- Absenteeism (MeSH), Adaptation, Psychological (MeSH), Adolescent (MeSH), Anti-Retroviral Agents (therapeutic use), Attitude to Health (MeSH), Child (MeSH), Female (MeSH), HIV Infections (drug therapy), HIV Infections (psychology), Humans (MeSH), Male (MeSH), Qualitative Research (MeSH), Schools (MeSH), Social Stigma (MeSH), Uganda (MeSH), Young Adult (MeSH).
MESH :
- chemical , therapeutic use : Anti-Retroviral Agents.
- geographic : Uganda.
- drug therapy : HIV Infections.
- psychology : HIV Infections.
- Absenteeism, Adaptation, Psychological, Adolescent, Attitude to Health, Child, Female, Humans, Male, Qualitative Research, Schools, Social Stigma, Young Adult.

Abstract

BACKGROUND

The globally recognized socio-economic benefits of education have stirred many countries in Sub-Saharan Africa like Uganda to promote universal access to schooling by removing fiscal barricades for those in primary and secondary schools. However, the proportion of Youth Living With HIV/AIDS (YLWHA) missing school, studying with difficulties and dropping out of school in Uganda has been observed to be higher than that of other youth. This study aimed at understanding the barriers and facilitators for YLWHA in Uganda to attend school.

METHODS

We conducted a qualitative inquiry with 35 purposively selected YLWHA aged 12 to 19 years, including 16 females at three accredited Antiretroviral Therapy (ART) treatment centres in Kabarole district in Western Uganda. Individual semi-structured interviews were tape-recorded, transcribed verbatim and subjected to thematic inductive analysis.

RESULTS

We identified five main themes in which barriers to attend school were reported and four main themes in which facilitators were reported by participants. The main themes for barriers were: 1) management of ART and illnesses, 2) fear, negative thoughts and self-devaluation, 3) lack of meaningful and supportive relationships, 4) reactionary attitudes and behaviours from others at school, 5) financial challenges. The main themes for facilitators were: 1) practical support at school, home and community, 2) counselling, encouragement and spirituality, 3) individual coping strategies, 4) hopes, dreams and opportunities for the future.

CONCLUSION

Most of the barriers reported arose from HIV-related stigma and financial challenges whose genesis transcends school boundaries. While YLWHA reported measures to cope, and support from other people, these were non-sustainable and on a limited scale due to disclosure apprehension at school and the indiscretion of those who learnt about their status. To promote supportive school environments for YLWHA, integrated curricular and extracurricular interventions are necessary to increase HIV knowledge, dispel misconceptions about HIV and consequently transform the school community from a stigmatizing one to a supportive one.

DOI: 10.1186/s12889-020-8198-7
PubMed: 31952483
PubMed Central: PMC6969460

Affiliations:

Links toward previous steps (curation, corpus...)

to stream Main, to step Corpus: 000254
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Le document en format XML

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<term>Adolescent (MeSH)</term>
<term>Anti-Retroviral Agents (therapeutic use)</term>
<term>Attitude to Health (MeSH)</term>
<term>Child (MeSH)</term>
<term>Female (MeSH)</term>
<term>HIV Infections (drug therapy)</term>
<term>HIV Infections (psychology)</term>
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<term>Male (MeSH)</term>
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<term>Adaptation psychologique (MeSH)</term>
<term>Adolescent (MeSH)</term>
<term>Antirétroviraux (usage thérapeutique)</term>
<term>Attitude envers la santé (MeSH)</term>
<term>Enfant (MeSH)</term>
<term>Femelle (MeSH)</term>
<term>Humains (MeSH)</term>
<term>Infections à VIH (psychologie)</term>
<term>Infections à VIH (traitement médicamenteux)</term>
<term>Jeune adulte (MeSH)</term>
<term>Mâle (MeSH)</term>
<term>Ouganda (MeSH)</term>
<term>Recherche qualitative (MeSH)</term>
<term>Stigmate social (MeSH)</term>
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<keywords scheme="MESH" qualifier="drug therapy" xml:lang="en"><term>HIV Infections</term>
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<term>Female</term>
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<term>Adaptation psychologique</term>
<term>Adolescent</term>
<term>Attitude envers la santé</term>
<term>Enfant</term>
<term>Femelle</term>
<term>Humains</term>
<term>Jeune adulte</term>
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<front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b>
</p>
<p>The globally recognized socio-economic benefits of education have stirred many countries in Sub-Saharan Africa like Uganda to promote universal access to schooling by removing fiscal barricades for those in primary and secondary schools. However, the proportion of Youth Living With HIV/AIDS (YLWHA) missing school, studying with difficulties and dropping out of school in Uganda has been observed to be higher than that of other youth. This study aimed at understanding the barriers and facilitators for YLWHA in Uganda to attend school.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>METHODS</b>
</p>
<p>We conducted a qualitative inquiry with 35 purposively selected YLWHA aged 12 to 19 years, including 16 females at three accredited Antiretroviral Therapy (ART) treatment centres in Kabarole district in Western Uganda. Individual semi-structured interviews were tape-recorded, transcribed verbatim and subjected to thematic inductive analysis.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>RESULTS</b>
</p>
<p>We identified five main themes in which barriers to attend school were reported and four main themes in which facilitators were reported by participants. The main themes for barriers were: 1) management of ART and illnesses, 2) fear, negative thoughts and self-devaluation, 3) lack of meaningful and supportive relationships, 4) reactionary attitudes and behaviours from others at school, 5) financial challenges. The main themes for facilitators were: 1) practical support at school, home and community, 2) counselling, encouragement and spirituality, 3) individual coping strategies, 4) hopes, dreams and opportunities for the future.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>CONCLUSION</b>
</p>
<p>Most of the barriers reported arose from HIV-related stigma and financial challenges whose genesis transcends school boundaries. While YLWHA reported measures to cope, and support from other people, these were non-sustainable and on a limited scale due to disclosure apprehension at school and the indiscretion of those who learnt about their status. To promote supportive school environments for YLWHA, integrated curricular and extracurricular interventions are necessary to increase HIV knowledge, dispel misconceptions about HIV and consequently transform the school community from a stigmatizing one to a supportive one.</p>
</div>
</front>
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<Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">The globally recognized socio-economic benefits of education have stirred many countries in Sub-Saharan Africa like Uganda to promote universal access to schooling by removing fiscal barricades for those in primary and secondary schools. However, the proportion of Youth Living With HIV/AIDS (YLWHA) missing school, studying with difficulties and dropping out of school in Uganda has been observed to be higher than that of other youth. This study aimed at understanding the barriers and facilitators for YLWHA in Uganda to attend school.</AbstractText>
<AbstractText Label="METHODS" NlmCategory="METHODS">We conducted a qualitative inquiry with 35 purposively selected YLWHA aged 12 to 19 years, including 16 females at three accredited Antiretroviral Therapy (ART) treatment centres in Kabarole district in Western Uganda. Individual semi-structured interviews were tape-recorded, transcribed verbatim and subjected to thematic inductive analysis.</AbstractText>
<AbstractText Label="RESULTS" NlmCategory="RESULTS">We identified five main themes in which barriers to attend school were reported and four main themes in which facilitators were reported by participants. The main themes for barriers were: 1) management of ART and illnesses, 2) fear, negative thoughts and self-devaluation, 3) lack of meaningful and supportive relationships, 4) reactionary attitudes and behaviours from others at school, 5) financial challenges. The main themes for facilitators were: 1) practical support at school, home and community, 2) counselling, encouragement and spirituality, 3) individual coping strategies, 4) hopes, dreams and opportunities for the future.</AbstractText>
<AbstractText Label="CONCLUSION" NlmCategory="CONCLUSIONS">Most of the barriers reported arose from HIV-related stigma and financial challenges whose genesis transcends school boundaries. While YLWHA reported measures to cope, and support from other people, these were non-sustainable and on a limited scale due to disclosure apprehension at school and the indiscretion of those who learnt about their status. To promote supportive school environments for YLWHA, integrated curricular and extracurricular interventions are necessary to increase HIV knowledge, dispel misconceptions about HIV and consequently transform the school community from a stigmatizing one to a supportive one.</AbstractText>
</Abstract>
<AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Kimera</LastName>
<ForeName>Emmanuel</ForeName>
<Initials>E</Initials>
<Identifier Source="ORCID">http://orcid.org/0000-0003-0836-8814</Identifier>
<AffiliationInfo><Affiliation>Department of Public Health, School of Health Sciences, Mountain of the Moon University, Fort Portal, Uganda. kimeraemma@yahoo.co.uk.</Affiliation>
</AffiliationInfo>
<AffiliationInfo><Affiliation>Department of Orthopedagogy, Faculty of Education, Health and Social Work, University of Applied Sciences and Arts Gent, Ghent, Belgium. kimeraemma@yahoo.co.uk.</Affiliation>
</AffiliationInfo>
<AffiliationInfo><Affiliation>Department of Public Health, Mental Health and Wellbeing research group, Vrije Universiteit Brussels, Brussels, Belgium. kimeraemma@yahoo.co.uk.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Vindevogel</LastName>
<ForeName>Sofie</ForeName>
<Initials>S</Initials>
<AffiliationInfo><Affiliation>Department of Orthopedagogy, Faculty of Education, Health and Social Work, University of Applied Sciences and Arts Gent, Ghent, Belgium.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Kintu</LastName>
<ForeName>Mugenyi Justuce</ForeName>
<Initials>MJ</Initials>
<AffiliationInfo><Affiliation>Department of Public Health, School of Health Sciences, Mountain of the Moon University, Fort Portal, Uganda.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Rubaihayo</LastName>
<ForeName>John</ForeName>
<Initials>J</Initials>
<AffiliationInfo><Affiliation>Department of Public Health, School of Health Sciences, Mountain of the Moon University, Fort Portal, Uganda.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>De Maeyer</LastName>
<ForeName>Jessica</ForeName>
<Initials>J</Initials>
<AffiliationInfo><Affiliation>Department of Orthopedagogy, Faculty of Education, Health and Social Work, University of Applied Sciences and Arts Gent, Ghent, Belgium.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Reynaert</LastName>
<ForeName>Didier</ForeName>
<Initials>D</Initials>
<AffiliationInfo><Affiliation>Department of Orthopedagogy, Faculty of Education, Health and Social Work, University of Applied Sciences and Arts Gent, Ghent, Belgium.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Engelen</LastName>
<ForeName>Anne-Mie</ForeName>
<Initials>AM</Initials>
<AffiliationInfo><Affiliation>Department of Occupational therapy, Faculty of Education, Health and Social Work, University of Applied Sciences and Arts Gent, Ghent, Belgium.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Nuwaha</LastName>
<ForeName>Fred</ForeName>
<Initials>F</Initials>
<AffiliationInfo><Affiliation>College of Health Sciences, School of Public Health, Makerere University, Kampala, Uganda.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Bilsen</LastName>
<ForeName>Johan</ForeName>
<Initials>J</Initials>
<AffiliationInfo><Affiliation>Department of Public Health, Mental Health and Wellbeing research group, Vrije Universiteit Brussels, Brussels, Belgium.</Affiliation>
</AffiliationInfo>
</Author>
</AuthorList>
<Language>eng</Language>
<GrantList CompleteYN="Y"><Grant><GrantID>NA</GrantID>
<Agency>Fund for Applied Research, HoGent, Belgium</Agency>
<Country></Country>
</Grant>
</GrantList>
<PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType>
</PublicationTypeList>
<ArticleDate DateType="Electronic"><Year>2020</Year>
<Month>01</Month>
<Day>17</Day>
</ArticleDate>
</Article>
<MedlineJournalInfo><Country>England</Country>
<MedlineTA>BMC Public Health</MedlineTA>
<NlmUniqueID>100968562</NlmUniqueID>
<ISSNLinking>1471-2458</ISSNLinking>
</MedlineJournalInfo>
<ChemicalList><Chemical><RegistryNumber>0</RegistryNumber>
<NameOfSubstance UI="D044966">Anti-Retroviral Agents</NameOfSubstance>
</Chemical>
</ChemicalList>
<CitationSubset>IM</CitationSubset>
<MeshHeadingList><MeshHeading><DescriptorName UI="D000041" MajorTopicYN="Y">Absenteeism</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D000223" MajorTopicYN="N">Adaptation, Psychological</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D000293" MajorTopicYN="N">Adolescent</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D044966" MajorTopicYN="N">Anti-Retroviral Agents</DescriptorName>
<QualifierName UI="Q000627" MajorTopicYN="N">therapeutic use</QualifierName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D001294" MajorTopicYN="Y">Attitude to Health</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D002648" MajorTopicYN="N">Child</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D015658" MajorTopicYN="N">HIV Infections</DescriptorName>
<QualifierName UI="Q000188" MajorTopicYN="N">drug therapy</QualifierName>
<QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D036301" MajorTopicYN="N">Qualitative Research</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D012574" MajorTopicYN="Y">Schools</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D057545" MajorTopicYN="N">Social Stigma</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D014454" MajorTopicYN="N" Type="Geographic">Uganda</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D055815" MajorTopicYN="N">Young Adult</DescriptorName>
</MeshHeading>
</MeshHeadingList>
<KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Barriers</Keyword>
<Keyword MajorTopicYN="N">Challenges</Keyword>
<Keyword MajorTopicYN="N">Disclosure</Keyword>
<Keyword MajorTopicYN="N">Facilitators</Keyword>
<Keyword MajorTopicYN="N">HIV</Keyword>
<Keyword MajorTopicYN="N">Qualitative</Keyword>
<Keyword MajorTopicYN="N">School</Keyword>
<Keyword MajorTopicYN="N">Stigma</Keyword>
<Keyword MajorTopicYN="N">Youth</Keyword>
</KeywordList>
</MedlineCitation>
<PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year>
<Month>07</Month>
<Day>25</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="accepted"><Year>2020</Year>
<Month>01</Month>
<Day>10</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="entrez"><Year>2020</Year>
<Month>1</Month>
<Day>19</Day>
<Hour>6</Hour>
<Minute>0</Minute>
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<Month>1</Month>
<Day>19</Day>
<Hour>6</Hour>
<Minute>0</Minute>
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<PubMedPubDate PubStatus="medline"><Year>2020</Year>
<Month>4</Month>
<Day>14</Day>
<Hour>6</Hour>
<Minute>0</Minute>
</PubMedPubDate>
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<affiliations><list><country><li>Belgique</li>
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<tree><country name="Ouganda"><noRegion><name sortKey="Kimera, Emmanuel" sort="Kimera, Emmanuel" uniqKey="Kimera E" first="Emmanuel" last="Kimera">Emmanuel Kimera</name>
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<name sortKey="Kintu, Mugenyi Justuce" sort="Kintu, Mugenyi Justuce" uniqKey="Kintu M" first="Mugenyi Justuce" last="Kintu">Mugenyi Justuce Kintu</name>
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Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators.

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators.

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