Pregnancy and HIV: health education and societal implications

HIV Education

HIV rates are stabilized, but there are still many at-risk persons. As each generation reaches sexual maturity, they need to continually be educated about the risks of HIV / AIDS in order to curtail the spread of the disease. There has been considerable research as to the best ways for the education system in particular to handle this issue, and this report will synthesize some of those issues. There is no set role in the curriculum for HIV / AIDS education, but perhaps with refinement of the concept in the education profession, that role can be determined.

Kirby, Laris and Rolleri (2007) conducted a meta-analysis of HIV education programs around the world. They found that two-thirds of the programs "significantly improved one or more sexual behaviors." Their study also evaluated the traits of the programs, to determine if there were common traits of successful programs. There 17 such traits identified and these can help with the development of programs at the local level that have the desired results. They also found -- and this is important for domestic policy -- that the existence of such programs did not hasten or increase sexual behavior. It is also considered that there are cultural differences that could affect the outcomes of such programs but the authors noted that this does not appear to be the case -- such programs are effective wherever they are tried.

Kirby (1995) notes that while society is worried about increasing amounts of sexual risk-taking among adolescents, this is not necessarily a fear founded in reality. Instead, he points out that the best way to manage such risks is to utilize education programs. There are constraints, he notes, in particular with respect to the availability of teachers, funds and time in public schools, but that there is tremendous public value in having such programs, especially where HIV incidence is concerned.

Thomas and Quinn (1991) note that there is a corollary to the current issue HIV / AIDS education in schools with the programs to educate the African-American community about syphilis from 1932 to 1972. The authors note that we can learn some lessons from those programs, in terms of strategies and tools that might be effective, and what might not be as effective. The authors note that one of the issues in the syphilis situation was that there was a lack of trust between the community and public health authorities. This is something that is likely to occur again when introducing HIV / AIDS education into certain communities where a general distrust of authority exists. The authors suggest courses of action that could help to mitigate such an issue.

Lastly, St. Lawrence, Jefferson, Alleyne & Brasfield (1995) note that there are alternatives to education programs in public schools. They argue that behavioral skills training programs can also be effective in HIV / AIDS education. They do not offer suggestions about how such programs should be structured and funded. Education therefore is a more valuable tool if only because most of the resources are already in place, but this study does offer the idea that alternatives exist, and certainly if behavioral skills training is effective it should be incorporated into an educational program.

Impact of the Problem

HIV / AIDS is a major social problem, because it is a disease that ultimately leads to sickness and death. It is, however, preventable, which means that it is incumbent on society to find ways to reduce this risk. The issue is of particular concern where young people are involved, because they often do not realize the risks of contracting HIV / AIDS. These risks are significant, if people are unprepared. Young people who contract this disease are not necessarily given a death sentence but they can expect a wide range of adverse health and social outcomes. There is also a high cost to the taxpayer of treating patients in emergency rooms, as such patients almost always lack insurance coverage. It is important, then, that we find ways to prevent the spread of HIV / AIDS, and that means ensuring that our children are aware of the facts and the good habits that will eliminate the risks to them.

If the growth of HIV / AIDS is left unchecked, these costs will escalate. Untreated, the disease is likely to result in a quick death with significant suffering. Even treated, the victim is often unable to live a normal life in society due to both sickness and stigma. Because it is spread by sexual behavior, not only is HIV / AIDS preventable but it also can spread rapidly, as occurred in the 1980s and still does today in parts of the developing world. It is important to curtail this growth -- a small amount of HIV / AIDS in society has mainly individual costs but a large amount of the disease has exponentially negative outcomes for the future of society.

Recommendation

My personal recommendation based on the research is that the education system is best equipped to stem the growth of HIV / AIDS in society. The education system has the infrastructure needed to deliver the message. Unlike public health authorities, educators are often trusted in even disadvantaged communities, which makes the children more receptive to the message. Further, teenagers are accustomed to learning in the school environment and from teachers.

The evidence has shown that education programs in schools have been consistently effective in delivering an anti-AIDS message. The literature has been able to provide us with guidance for best practices in the implementation of these programs. With understanding of how to run such programs, we are in a great position to utilize the resources and trust that the education system provides to educate students about the risks of HIV / AIDS and the general risks of sexual behavior. By informing students and giving them the tools to make better decisions, we can stem the spread of HIV / AIDS in the United States.