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REDUCING THE NEGATIVE IMPACT OF YOUTH REACTION TOWARDS HIV/AIDS CRISIS IN SCHOOLS USING REALISTIC THINKING

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The HIV/AIDS crisis has had a significant impact on schools worldwide, particularly in regions with high prevalence rates. Adolescents and young adults are among the most affected population groups, facing not only the risk of infection but also the social and psychological consequences associated with the epidemic. In many cases, the stigma and discrimination surrounding HIV/AIDS lead to negative reactions from youth within school settings, exacerbating the challenges of prevention, education, and support. Negative reactions may manifest as fear, prejudice, ostracism, or avoidance of individuals living with HIV/AIDS, creating barriers to effective prevention strategies and support networks.

Understanding the characteristics of youth reactions towards the HIV/AIDS crisis in schools is crucial for developing interventions to reduce their negative impact. These reactions often stem from misconceptions, misinformation, and fear of transmission, fueled by societal stigma and lack of comprehensive education about HIV/AIDS. Characteristics of negative reactions may include reluctance to engage in discussions about HIV/AIDS, avoidance of affected individuals, discriminatory behavior towards peers or teachers living with HIV/AIDS, and reluctance to access HIV prevention and support services. Addressing these reactions requires a multifaceted approach that combines education, awareness-raising, stigma reduction, and promotion of empathy and inclusion within school communities.

The first case of AIDS in Nigeria was reported in 1986 thus establishing the presence of the epidemic in the country. Consequently, and in line with WHO guidelines, the government adopted ANC sentinel surveillance as the system for assessing the epidemic. Between 1991 and 2001, Nigeria witnessed an increase in the prevalence of HIV in the country. The first HIV Sentinel Survey in 1991 showed a prevalence of 1.8%. Subsequent sentinel surveys produced prevalence rates of 3.8% (1993), 4.5% (1996), 5.4% (1999), 5.8% (2001), 5.0% (2003), 4.4% (2005), 4.6% (2008), 4.1 % (2010), and 3.7% (2014).

 The National HIV/AIDS and Reproductive Health Survey (NARHS) was adopted in 2003 to provide information on key HIV/AIDS and Reproductive Health knowledge and behavior-related issues. In 2007, the scope was expanded to include estimation of HIV prevalence in the country. A more comprehensive survey was conducted in 2012 (NARHS Plus II 2012) which showed a decline to 3.4% in HIV prevalence, indicating a reversal of the epidemic in the country, compared to the 2007 figure of 3.6%.

Nigeria’s epidemic is generalized, with wide variation in prevalence within the country. An analysis of the 2012 NARHS prevalence data in the country’s six geopolitical zones shows that the prevalence is highest in the South-South Zone (5.5%) while the lowest prevalence is in the South East Zone at 1.8%. There are also differences between urban and rural areas with prevalence figures in urban 3% and 4% in rural area. The pattern of distribution of HIV prevalence by sex showed that irrespective of sex disaggregation, the HIV prevalence pattern is the same across all selected background characteristics.

Socio-demographic differences in the HIV prevalence are also observable with women, youths, and people with low level of formal education being worst affected by the epidemic. NARHS plus 2012 showed an increase from 1.7% in 2007 to 2.9% in 2012 in the 1519 years age group while the prevalence for the age category (20-24years) for both years remained the same with a value of 3.2%.

The National Strategic Plan (NSP) 2010-2015 highlighted that ‘stubborn persistence of HIV/AIDS-related stigma and discrimination also significantly contribute to the continuing spread of the infection’The consequences of stigma and discrimination are wide-ranging, and these limit access to HIV testing, treatment uptakes and other access to other HIV services. HIV related stigma and discrimination do not only hinder the chances to prevention options- for early detection and treatment; it increases vulnerability to exposure and possibly death in most cases of concealments of HIV positive status.

1.2 STATEMENT OF THE PROBLEM

In the context of schools, the negative impact of youth reactions towards the HIV/AIDS crisis poses significant challenges, including stigma, misinformation, and barriers to accessing support services. This study aims to investigate the factors contributing to negative youth reactions towards HIV/AIDS in schools, such as lack of accurate information, fear of stigma, and limited access to resources. By understanding these factors, interventions can be developed to promote positive attitudes, increase awareness, and enhance support systems for students affected by or at risk of HIV/AIDS. Addressing these issues is crucial for creating a supportive and inclusive school environment that empowers youth to make informed decisions, reduce stigma, and effectively navigate the challenges posed by the HIV/AIDS crisis.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the negative impact of youth reaction towards HIV/AIDS crisis in schools

Specific objectives include;

1. Implementing comprehensive HIV/AIDS education programs in schools to increase awareness and reduce stigma among youth.

2. Providing accessible resources and support services for students affected by HIV/AIDS to promote their well-being and academic success.

3. Fostering a supportive and inclusive school environment that encourages open dialogue and proactive measures to prevent HIV transmission among youth.

1.4 RESEARCH QUESTIONS

1. What are the current levels of HIV/AIDS knowledge and awareness among students in schools?

2. What are the prevailing attitudes and perceptions towards individuals living with HIV/AIDS among school-aged youth?

3. What are the most effective strategies for implementing HIV/AIDS education programs and support services in schools?

1.5 RESEARCH HYPOTHESES

1. Comprehensive HIV/AIDS education programs in schools will lead to a significant increase in knowledge and awareness about HIV/AIDS among students.

2. Providing accessible resources and support services for students affected by HIV/AIDS will result in improved well-being and academic outcomes.

3. Creating a supportive and inclusive school environment will reduce stigma and promote proactive measures to prevent HIV transmission among youth.

1.6 SIGNIFICANCE OF THE STUDY

Understanding and addressing the negative impact of youth reactions towards the HIV/AIDS crisis in schools is crucial for creating a supportive and inclusive educational environment. By investigating the factors contributing to stigma, misinformation, and barriers to accessing support services among youth, this study aims to develop targeted interventions that promote accurate knowledge, reduce stigma, and enhance support systems for students affected by or at risk of HIV/AIDS. The significance of this research lies in its potential to improve awareness, foster positive attitudes, and empower youth to make informed decisions regarding sexual health. By mitigating the challenges posed by negative youth reactions towards HIV/AIDS, this study seeks to contribute to the development of effective strategies that promote a culture of understanding, compassion, and resilience within school communities.

1.7 SCOPE OF THE STUDY

The scope of the study is focused on investigating parental involvement and its impact on the academic performance of secondary school students in Karu LGA, Nasarawa State. The study involves a convenience sample of approximately 100 participants, including students, teachers, and parents. However, the research is limited by this sample size and the specific geographical location of Karu LGA.

1.8 LIMITATIONS OF THE STUDY

The limitations include potential constraints such as time availability for research, scarcity of materials, and financial constraints that may affect the depth and breadth of the study. Despite these limitations, the study aims to provide valuable insights into the relationship between parental involvement and academic performance in secondary schools within Karu LGA, Nasarawa State.

1.9 DEFINITION OF TERMS

1. Youth: Refers to individuals in the age group typically ranging from adolescence to early adulthood, encompassing the teenage years and early twenties.

2. HIV/AIDS Crisis: Describes the widespread prevalence and impact of the Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) on individuals, communities, and public health systems.

3. Stigma: Refers to negative attitudes, beliefs, and discrimination directed towards individuals or groups based on characteristics such as health status, in this case, HIV/AIDS.

4. Misinformation: False or inaccurate information that can lead to misconceptions, misunderstandings, and incorrect beliefs about HIV/AIDS and its transmission.

5. Support Services: Resources, assistance, and interventions provided to individuals affected by HIV/AIDS to address their physical, emotional, and social needs and promote well-being.  

6. Academic Performance: The level of achievement and success demonstrated by students in their educational endeavors, including grades, test scores, and overall learning outcomes.

7. Schools: Educational institutions where students receive formal instruction and engage in learning activities under the guidance of teachers and administrators.

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