WHO Information Series on School Health - Document 6 - Preventing HIV/AIDS/STI and Related Discrimination: An Important Responsibility of Health-Promoting Schools (UNAIDS - UNESCO - WHO, 1999, 59 p.)

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ACKNOWLEDGEMENTS

FOREWORD

1. INTRODUCTION

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1.1 Why did WHO prepare this document?

1.2 Who should read this document?

1.3 What are HIV, AIDS and STI?

1.4 Why prevent HIV infections, STI and related discrimination?

1.5 Why focus on schools?

1.6 How will this document help people promote health?

1.7 How should this document be used?

2. CONVINCING OTHERS THAT PREVENTING HIV/STI AND RELATED DISCRIMINATION THROUGH SCHOOLS IS AN URGENT PUBLIC HEALTH ISSUE

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2.1 Argument: For better or worse, schools play a significant role in the HIV pandemic

2.2 Argument: HIV infection is in pandemic proportion

2.3 Argument: HIV/AIDS is affecting millions of young people

2.4 Argument: HIV infection is a chronic disease that affects the physical, psychological and social well-being of individuals who are infected, their peers, families and community members

2.5 Argument: Schools need to provide HIV education along with education about sexuality, reproductive health, life skills, substance use and other important health education issues

2.6 Argument: Schools need to educate community members and work with them to determine the most appropriate and effective ways to prevent HIV infection among young people

2.7 Argument: Policies and curricula can provide highly visible opportunities to demonstrate a commitment to equity, gender and human rights

3. CONVINCING OTHERS THAT HIV PREVENTION INTERVENTIONS IN SCHOOLS WILL REALLY WORK

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3.1 Argument: We know how HIV infection is spread

3.2 Argument: Schools can help prevent and reduce the risk of HIV infection among young people

3.3 Argument: HIV prevention interventions can have a broad impact on students' health and the classroom environment

3.4 Argument: Sex education will not lead to early sexual activity

3.5 Argument: HIV prevention interventions in schools can benefit the entire community as well as students

4. PLANNING INTERVENTIONS

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4.1 School and community involvement in planning

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4.1.1 School Health Team

4.1.2 Community Advisory Committee

4.2 Situation analysis

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4.2.1 Purpose of conducting a situation analysis

4.2.2 Information needed

4.3 Political and cultural acceptability

4.3.1 Political commitment

4.3.2 Community commitment

4.4 Goals and objectives of HIV/STI prevention interventions in schools

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4.4.1 Goals

4.4.2 Objectives

5. INTEGRATING HIV/STI PREVENTION INTERVENTIONS WITHIN VARIOUS COMPONENTS OF A SCHOOL HEALTH PROGRAMME

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5.1 School health education

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5.1.1 Knowledge, values, beliefs, attitudes, skills and related conditions that influence behaviours associated with HIV/STI

5.1.2 Important considerations in planning education about HIV/AIDS/STI

5.1.3 Selecting educational methods and materials for health education

5.1.4 Choosing educational options

5.1.5 Peer education and student involvement

5.1.6 Training school personnel to implement health education and other efforts to prevent HIV/STI and related discrimination

5.2 A healthy school environment

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5.2.1 Supportive school policies

5.2.2 Policy for HIV-infected school staff, teachers and students

5.2.3 Universal infection-control precautions for teachers and students

5.2.4 Creating an environment that promotes HIV/STI prevention and fosters understanding, caring and empathy

5.3 School health services

5.4 Family, school and community projects and outreach

5.5 Health promotion for school staff

6. EVALUATION

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6.1 Types of evaluation

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6.1.1 Process evaluation

6.1.2 Outcome evaluation

6.2 Evaluating the planning and implementation of HIV/STI interventions

6.2.1 Evaluating HIV-related policies

6.2.2 Evaluating HIV/STI curriculum

6.2.3 Evaluating HIV/STI staff development programmes

6.2.4 Evaluating the school environment

6.2.5 Evaluating school health services

6.3 Evaluating student outcomes

References

Annex 1. Ottawa Charter For Health Promotion (1986)

Annex 2. School Curricula That Work (1)

Annex 3. Integrating HIV/STI Prevention In The School Setting: A Position Paper (1)