Abstract
As the number of persons who are HIV positive or diagnosed with AIDS continues to grow, the responsibility of schools to provide safe teaching and learning environments increases as well. The numbers of adolescents infected with the HIV and of young children with HIV who are surviving to school age are increasing. Additionally, more students are affected by the virus because a family member, either a parent or sibling, is infected. Educators cannot assume they are exempt from the impact of the virus or that others will meet the needs of students affected by the HIV. Educators can provide a vital link between medical and social service providers and parents. However, to provide a safe environment for teaching and learning, it is necessary for school personnel to understand the characteristics of students infected with and affected by the virus. Students who are HIV+ show developmental differences from adults similarly infected. Fear, guilt, anger, isolation, depression, and grief are experienced by students on all levels when they or a family member are affected by the virus. In this article we review the developmental and psycho-social characteristics of school-aged persons infected and affected with the HIV. Educational ramifications of these characteristics and strategies for providing safe teaching and learning environments are presented.
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