HIV-related action taken by the education sector must be responsive to the local and national realities of the epidemic, including up-to-date evidence about HIV prevalence and about the groups most affected.
A good understanding of the current situation in the community, district and country, and the prevailing social, cultural and legal environments, is fundamental to creating effective policies and responses.
In generalised epidemics or settings where HIV prevalence is relatively high, a targeted set of HIV-specific measures will be needed.
In concentrated epidemics, it may be advisable to develop specialised support for children and young people living with HIV who are from key populations, or whose parents/caregivers are from key populations. An example would be a country or district where there is widespread injecting drug use, or large numbers of young people selling sex.
Young people in these circumstances experience issues that are often complex, and are affected by the specific legal and policy environment in which they live. It may be necessary to create or strengthen links between the education sector and the legal/justice/police system to advocate for learners and defend their right to education.
Measures for generalised epidemics
Ensuring that Education Management Information Systems integrate HIV-sensitive indicators.
Providing education on treatment literacy, stigma and discrimination, gender, gender-equitable norms and positive masculinities for all learners as part of good quality CSE.
Training teachers and other school staff to understand HIV treatment regimens (e.g. side effects, the need for good nutrition, etc.) and how to support young people on treatment.
Developing formal linkages with local youth-friendly service providers to facilitate access to treatment and care services.
Building linkages with and facilitating access to networks, clubs and other support systems for adolescents and young people living with HIV and young key populations.
Publicly acknowledging the value of teachers, staff, parents and community members living with HIV as part of the response and liaising with their organisations and networks.
In settings where HIV prevalence is relatively low, efforts to meet the needs of learners living with HIV may be integrated as part of broader school health strengthening.
Ensuring that HIV-related topics and learning content, including stigma and discrimination, gender, gender-equitable norms and positive masculinities, do not fall off the CSE agenda, and that teachers are trained to deliver HIV prevention information in a non-judgemental way.
Ensuring that at least one member of school staff (counsellor, nurse, principal or teacher) is designated as a focal point/resource person on HIV-related matters and provided with training, resources and support to perform this role effectively and in a non-discriminatory manner.
Taking HIV out of isolation and addressing it as part of the range of chronic, manageable health issues for which learners may need support.