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5 Reasons why HIV/AIDS awareness is important

Thousands of people are infected and children are being orphaned because of HIV/AIDS. Not everyone knows the impact AIDS has in every community and every business or organisation.

Thousands of people are infected and children are being orphaned because of HIV/AIDS. Not everyone knows the impact AIDS has in every community and every business or organisation. According to STATS SA, an estimated 7 million South Africans are HIV positive. Almost all of us are affected by HIV and AIDS. There is really NO cure for HIV/Aids. The best we can do to prevent this disease from spreading and taking more lives, is to educate and create awareness. Knowledge is power.

According to the etu.org.za website, in 1990 the life expectancy of people living with HIV/AIDS was 60 years. This has decreased tremendously over the past few years, and now most infected people won’t even live to see 60. Statistics show mainly women between ages 18 and 40 and men between ages 30 and 50, are the ones who are mostly infected with this disease. These are our working age groups as well as our childbearing women who sustain the population. It is safe to say that this epidemic will badly affect our society as a whole today and in future.

Because over 90% of HIV/AIDS infected people are in their working years, this is a serious problem all businesses face. “HIV/AIDS is hampering human resource development, undermining the skills base and driving away foreign investment. The benefits of a proactive approach far outweigh the costs of doing nothing”; this is stated on the SA Business Coalition on Health and AIDS website. So why should all companies’ present HIV/AIDS awareness courses? Why is it so important especially in the work environment?

 These courses encourage your workforce to get tested and know their status. The more your company and the individual employee know about their status, the more help and better assistance businesses can offer.  Increased awareness of safe practices to prevent HIV infection results in people being more careful and ultimately decreases infection rates.  HIV/AIDS Awareness programmes help people become aware of the levels of care and treatment, whether they are living with HIV or caring for someone with this disease.  These courses give organisations the chance to invest in the communities by creating awareness and educating the workforce who pass down the knowledge to their community members. These courses also help infected employees understanding how to live with HIV/AIDS and make a positive contribution towards society.  They help co-workers understand how to work together with HIV infected people, as a unit and not to stereo type or discriminate against those. These programmes help everyone to understand the disease, to boost staff morale and create better employer/employee relationships.

Industries especially under pressure to put proper HIV/AIDS policies in place, who suffer the most because of this epidemic, are mining, transport, manufacturing and the financial sectors. Bill Clinton put it so wisely by saying: “We live in a completely interdependent world, which simply means we cannot escape each other. How we respond to AIDS depends, in part, on whether we understand this interdependence. It is not someone else’s problem. This is everybody’s problem.”

But where do you as an employer start? Start by educating your staff and creating awareness through presenting HIV/AIDS programs. Help fight HIV/AIDS. Contact [email protected] or visit www.themindspa.co.za for more information.

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Essay on AIDS for Students and Children

500+ words essay on aids.

Acquired Immune Deficiency Syndrome or better known as AIDS is a life-threatening disease. It is one of the most dreaded diseases of the 20 th century. AIDS is caused by HIV or Human Immunodeficiency Virus, which attacks the immune system of the human body. It has, so far, ended more than twenty-nine million lives all over the world. Since its discovery, AIDS has spread around the world like a wildfire. It is due to the continuous efforts of the Government and non-government organizations; AIDS awareness has been spread to the masses.

AIDS – Causes and Spread

The cause of AIDS is primarily HIV or the Human Immunodeficiency Virus. This virus replicates itself into the human body by inserting a copy of its DNA into the human host cells. Due to such property and capability of the virus, it is also known as a retrovirus. The host cells in which the HIV resides are the WBCs (White Blood Cells) that are the part of the Human Immune system.

HIV destroys the WBCs and weakens the human immune system. The weakening of the immune system affects an individual’s ability to fight diseases in time. For example, a cut or a wound takes much more time to heal or the blood to clot. In some cases, the wound never heals.

HIV majorly transmits in one of the three ways – Blood, Pre-natal and Sexual transmission. Transfusion of HIV through blood has been very common during the initial time of its spread. But nowadays all the developed and developing countries have stringent measures to check the blood for infection before transfusing. Usage of shared needles also transmits HIV from an infected person to a healthy individual.

As part of sexual transmission, HIV transfers through body fluids while performing sexual activity. HIV can easily be spread from an infected person to a healthy person if they perform unprotective sexual intercourse through oral, genital or rectal parts.

Pre-natal transmission implies that an HIV infected mother can easily pass the virus to her child during pregnancy, breastfeeding or even during delivery of the baby.

AIDS – Symptoms

Since HIV attacks and infects the WBCs of the human body, it lowers the overall immune system of the human body and resulting in the infected individual, vulnerable to any other disease or minor infection. The incubation period for AIDS is much longer as compared to other diseases. It takes around 0-12 years for the symptoms to appear promptly.

Few of the common symptoms of AIDS include fever , fatigue, loss of weight, dysentery, swollen nodes, yeast infection, and herpes zoster. Due to weakened immunity, the infectious person falls prey to some of the uncommon infections namely persistent fever, night sweating, skin rashes, lesions in mouth and more.

Get the huge list of more than 500 Essay Topics and Ideas

AIDS – Treatment, and Prevention

Till date, no treatment or cure is available for curing AIDS, and as a result, it is a life-threatening disease. As a practice by medical practitioners, the best way to curb its spread is antiretroviral therapy or ART. It is a drug therapy which prevents HIV from replicating and hence slows down its progress. It is always advisable to start the treatment at the earliest to minimize the damage to the immune system. But again, it is just a measure and doesn’t guarantee the cure of AIDS.

AIDS prevention lies in the process of curbing its spread. One should regularly and routinely get tested for HIV. It is important for an individual to know his/her own and partner’s HIV status, before performing any sexual intercourse activity. One should always practice safe sex. Use of condoms by males during sexual intercourse is a must and also one should restrict oneself on the number of partners he/she is having sex with.

One should not addict himself/herself to banned substances and drugs. One should keep away from the non-sterilized needles or razors.  Multiple awareness drives by the UN, local government bodies and various nonprofit organizations have reduced the risk of spread by making the people aware of the AIDS – spread and prevention.

Life for an individual becomes hell after being tested positive for AIDS. It is not only the disease but also the social stigma and discrimination, felling of being not loved and being hated acts as a slow poison. We need to instill the belief among them, through our love and care, that the HIV positive patients can still lead a long and healthy life.

Though AIDS is a disease, which cannot be cured or eradicated from society, the only solution to AIDS lies in its prevention and awareness. We must have our regular and periodical health checkup so that we don’t fall prey to such deadly diseases. We must also encourage and educate others to do the same. With the widespread awareness about the disease, much fewer adults and children are dying of AIDS. The only way to fight the AIDS disease is through creating awareness.

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• HIV Prevention

The Basics of HIV Prevention

• Protect yourself during sex: To reduce your risk of getting HIV, use  condoms  correctly every time you have sex.
• Protect yourself if you inject drugs: Do not inject drugs . If you do, use only sterile injection equipment and water, and never share your equipment with others.
• Protect yourself taking PrEP: If you do not have HIV but are at risk of getting HIV, talk to your health care provider about  pre-exposure prophylaxis (PrEP) . PrEP involves taking a specific HIV medicine every day or an injectable HIV medicine every two months to reduce the risk of getting HIV through sex or injection drug use.
• Protect others if you have HIV: Take HIV medicine (called antiretroviral therapy or ART) as prescribed by your doctor. ART can reduce the amount of HIV in the blood (called viral load) to the point where a test cannot detect it (called an undetectable viral load). If you have an undetectable viral load, you will not transmit HIV to your partner through sex.
• Prevent perinatal transmission: If you have HIV and take HIV medicine as prescribed by your doctor throughout pregnancy and childbirth, the chances of transmitting HIV to your baby are less than 1%. If you have a partner with HIV and are considering getting pregnant, talk to your doctor about PrEP to help protect you and your baby from getting HIV while you try to get pregnant, during pregnancy, or while breastfeeding.

How is HIV transmitted?

The person-to-person spread of human immunodeficiency virus (HIV) is called HIV  transmission . People can get or transmit HIV only through specific activities, such as sex or injection drug use. HIV can be transmitted only in certain body fluids from a person who has HIV. Bodily fluids that can transmit HIV include blood, semen (“cum”), pre-seminal fluids (“pre-cum”), rectal fluids, vaginal fluids, and breast milk.

HIV transmission is only possible if these fluids come in contact with a mucous membrane, open cuts or sores, or are directly injected into the bloodstream (from a contaminated needle or syringe). Mucous membranes are found inside the rectum, the vagina, the opening of the penis, and the mouth.

In the United States, HIV is transmitted mainly by:

• Having anal or vaginal sex with someone who has HIV without using a  condom  or who is not taking medicines to prevent or treat HIV.
• Sharing injection drug equipment (“works”), such as needles or syringes, with someone who has HIV.

HIV can also be transmitted from a birthing parent with HIV to their child during pregnancy, childbirth (also called labor and delivery), or breastfeeding. This is called  perinatal transmission of HIV. Perinatal transmission of HIV is also called mother-to-child transmission of HIV.

How is HIV not transmitted?

You cannot get HIV from:

• Casual contact with a person who has HIV, such as a handshake, a hug, or a closed-mouth kiss (“social” kissing).
• Contact with objects, such as toilet seats, doorknobs, or dishes used by a person who has HIV.
• Mosquitoes, ticks, or other biting insects.
• Other sexual activities that do not involve the exchange of body fluids (for example, touching).
• Donating blood or receiving a blood transfusion.

Use the  You Can Safely Share…With Someone With HIV  infographic from HIVinfo to spread this message.

How can I reduce the risk of getting HIV?

Anyone can get HIV, but you can take steps to protect yourself from HIV.

• Get tested for HIV.  Talk to your partner about HIV testing and get tested before you have sex. Use the GetTested locator from the Centers for Disease Control and Prevention (CDC) to find an HIV testing location near you.
• Choose less risky sexual behaviors.  HIV is mainly transmitted by having anal or vaginal sex without a condom or without taking medicines to prevent or treat HIV.
• Use condoms every time you have sex.  Read this fact sheet from CDC on  how to use condoms correctly .
• Limit your number of sexual partners.  The more partners you have, the more likely you are to have a partner with poorly controlled HIV or to have a partner with a  sexually transmitted infection (STI) . Both factors can increase the risk of HIV transmission.
• Get tested and treated for STDs.  Insist that your partners get tested and treated, too. Having an STD can increase your risk of getting HIV or transmitting it to others.
• Talk to your health care provider about pre-exposure prophylaxis (PrEP).  PrEP is an HIV prevention option for people who do not have HIV but who are at risk of getting HIV (for example, if your partner has HIV or if you inject drugs). PrEP involves taking a specific HIV medicine to reduce the risk of getting HIV through sex or injection drug use. PrEP medications can be given in the form of pills (taken daily) or injections (every other month). It is important to take PrEP as directed by your doctor to effectively protect you against HIV. For more information, read the HIVinfo fact sheet on Pre-Exposure Prophylaxis (PrEP) .
• Do not inject drugs.  But if you do, use only sterile drug injection equipment and water, and never share your equipment with others.

How can I prevent passing HIV to others if I have HIV?

Take HIV medicines as directed by your doctor. Treatment with HIV medicines (called  antiretroviral therapy or ART ) helps people with HIV live long, healthy lives. ART cannot cure HIV, but it can reduce the amount of HIV in the body (called the  viral load ). One of the main goals of ART is to reduce a person's viral load to an undetectable level.

An  undetectable viral load  means that the level of HIV in the blood is too low to be detected by a viral load test . People with HIV who maintain an undetectable viral load by taking ART consistently as prescribed have effectively no risk of transmitting HIV to an HIV-negative partner through sex.

Remember, taking HIV medicines does not prevent transmission of other STIs.

In addition to maintaining an undetectable viral load, here are some other steps you can take to make sure you prevent HIV transmission to others:

• Use condoms correctly every time you have sex.
• Talk to your partner about taking PrEP.
• If you inject drugs, do not share your needles, syringes, or other drug equipment with other people.

Are HIV medicines used at other times to prevent HIV transmission?

Yes, HIV medicines are also used for post-exposure prophylaxis (PEP) and to prevent perinatal transmission of HIV.

• Post-exposure prophylaxis (PEP)  PEP means taking HIV medicines within 72 hours after a possible exposure to HIV to prevent HIV infection. PEP should be used only in emergency situations. It is not meant for regular use by people who may be exposed to HIV frequently. For more information, read the HIVinfo fact sheet on  Post-Exposure Prophylaxis (PEP) .   
• Prevention of perinatal transmission of HIV  Pregnant people with HIV take HIV medicines for their own health and to prevent perinatal transmission of HIV (HIV can be passed from a person with HIV to their child during pregnancy, childbirth, or breastfeeding). After birth, babies born to people with HIV receive HIV medicine to protect them from infection with any HIV that may have passed from mother to child during childbirth. For more information, read the HIVinfo fact sheet on  Preventing Perinatal Transmission of HIV .

This fact sheet is based on information from the following sources:

• HIV Transmission
• PrEP (Pre-Exposure Prophylaxis)
• PEP (Post-Exposure Prophylaxis)

From the NIH Office of AIDS Research:

• Antepartum Care for Individuals With HIV:  Overview  
• Management of Infants Born to People with HIV Infection:  Antiretroviral Management of Newborns with Perinatal HIV Exposure or HIV Infection

Also see the  HIV Source  collection of HIV links and resources.

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Ask an Expert: Why Is It Important to Know Your HIV Status and How Can I Get Tested?

This article is part of  Health Divide: HIV , a destination in our Health Divide series.

Xiaoyu Liu / Verywell

Verywell Health: Why is it important to know your HIV status?

Dr. Shepherd : The importance of knowing one’s HIV status is not just for the individual and their health, but also for the community, which includes a person’s current and future partners.

HIV is a public health issue . We are all responsible for our community, and the way that we best protect our individual health and the community’s health is by knowing our status and being able to transparently discuss our status with others.

Verywell Health: How do I get tested?

Dr. Shepherd : If a person has been exposed to HIV, the first step is to get tested in order to get a diagnosis. See a healthcare provider to get tested, whether that’s in a physician’s office or a community health center.

We’ve advanced so much in HIV awareness and education. Now we have a lot of community-based organizations in cities with high populations to conduct rapid HIV testing. That’s so important for marginalized communities that don’t have access to hospitals or clinics, and for the homeless population.

We need areas where people can access care, as well as have trust in where they’re going, so they have the ability to be more open and transparent about getting tested.

• Understanding The HIV Epidemic
• Affected Communities

HIV and young people

• Of all new HIV infections in 2021, 27% were among young people.
• In sub-Saharan Africa, young women are twice as likely to have HIV than young men.
• Outside sub-Saharan Africa, most infections among young people are in those who are also in other high-risk groups.

UNAIDS defines young people as between the ages of 15-24. Within this, adolescents are those aged 10-19.

Only one in three young people have the correct knowledge of how to prevent HIV.

Requirements for young people to get their parents to provide consent for them to access sexual health and HIV services is one of the biggest barriers to young people accessing these services and protecting themselves from HIV.

Why are young people at higher risk of HIV?

Lack of sexuality education for young people.

Many countries do not provide adequate or age-appropriate sexuality education in schools or out-of-school settings. This means young people are more likely to believe myths and misinformation about sex and HIV.

Parental consent requirements

Some countries require people under a certain age (often 18) to provide parental consent before they can access sexual health, contraception, HIV testing or harm reduction services. Young people are often afraid to speak with their parents about these subjects, and so do not access the services.

Low or inconsistent condom use

Some young people don’t know about the benefits of condoms, where to get them, or how to use them correctly. Other young people find it hard to negotiate condom use if they are in a relationship with an older partner.

Young people from other high-risk groups are ignored

Young people who are also part of the other high-risk groups are often ignored from services that target that group. For example, young sex workers or young people who inject drugs struggle to access services designed for these groups. They face official resistance, legal impediments, and high levels of stigma and discrimination.

Intergenerational relationships

Young people who have relationships with older people are more likely to get HIV because of the greater likelihood that the older person has HIV.

Having sex for the first time at a young age

Having sex at a young age before acquiring knowledge about HIV means young people are less likely to know how to protect themselves from HIV. Reasons for having sex at a young age can include child marriage, sexual violence or coercion, and a lack of empowerment to say no.

How can HIV services meet the needs of young people?

Involve young people.

Involve young people in the design and delivery of HIV services. This way the service is more likely to meet their needs. For example, youth spaces in HIV clinics make the service more friendly.

Open services outside of school hours

Lots of young people report not going to HIV services because they are not open outside of school hours. Later opening clinics would enable more young people to attend.

Integrate HIV services with other services

Young people fear stigma if they ask for HIV services. By integrating HIV services into other services, young people are more likely to attend. Other services should include sexual and reproductive health and post-violence care where young people can get PEP, PrEP and emotional support.

Provide community outreach services

Bring HIV services closer to where young people are by training community healthcare workers who can go to where young people are, rather than expecting young people to go to clinics.

Train young peer educators

Young people are more likely to open up to other young people of a similar age than adults. Young peer educators can make HIV services more accessible for young people.

Work with schools

Schools and out-of-school clubs are good places to provide young people with correct information on HIV. Speak with local schools and clubs to see if your service can provide local young people with sex and HIV information.

Make condoms available

Make condoms available to young people at the places they meet up or via peer educators in the community.

Make transitioning to adult HIV services easy

Young people with HIV who turn 18 must move to adult clinics. They are more likely to have disruption in their treatment or stop taking their treatment altogether during this time. Make sure that young people are supported during this transition time which is unsettling for many.

Provide health information digitally

Digital technologies such as website, apps, chatbots and messaging services allow young people to learn on their own and ask questions without feeling embarrassed to talk about sexual health in real life. It’s also a way for young people to share correct information digitally with their peers.

Reach young people who can’t access digital technology

Many young people cannot afford or access digital technology, so other spaces must be used to share information with them: mass media campaigns, radio talk shows, theatre shows, community talks, and talks by local leaders or religious leaders.

What systemic changes could reduce the risk of HIV for young people?

Remove age of consent laws for services.

Young people have sex and are at risk of HIV. Laws that prohibit young people from accessing services without parental consent must be overturned. This particularly affects those who are orphaned and have no option for parental consent.

Improve provider attitudes towards young people

Providing services that are youth-friendly is essential to reaching this community group. Health care workers must be sensitised on the needs and rights of young people in order to improve provider attitudes and reduce stigma.

Include comprehensive sexuality education in the curriculum

Students that have the correct knowledge about sexual and reproductive health and rights including HIV are more empowered to use their knowledge to protect themselves and their peers from HIV.

Keep young people in school

Countries should make greater effort to keep young people in school, particularly girls and young women. Evidence shows that this greatly reduces their risk of HIV.

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• Last updated: 30 March 2023
• Last full review: 01 March 2022
• Next full review: 01 March 2025

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When it comes to the fight against HIV/AIDS, awareness plays a critical role. According to the Centers for Disease Control , diagnosing people living with HIV and providing them with treatment would greatly reduce risk of transmission, preventing about 90 percent of new infections.

The most effective way to achieve increased diagnoses and treatment rates? Implementing strategies to improve HIV awareness.

HIV prevention strategies work; from 2008 to 2016, annual HIV infections decreased by 7 percent, a drop that the CDC attributes to an increase in testing and treatment. The formula is simple: Because HIV is preventable, increasing awareness is key. Here are three HIV awareness strategies your organization can use to raise awareness in your community.

1) Focus Your Efforts

When it comes to community-based interventions, taking a targeted approach is key. While it’s easy to see why an organization would want to reach as many community members as possible, painting with broad strokes isn’t always the most effective approach. If you try to reach everyone, you’re less likely to reach those who really need your help.

Instead, develop an outreach plan that targets specific audiences. To optimize impact, focus your efforts on groups with the highest risk. Taking contextual factors into account — socio-economic, cultural, gender, sexual orientation, etc. — is key when working with local populations. There may be barriers, like language gaps, social stigma, or a lack of financial resources, that uniquely impact your target population and their likelihood of, or ability to, seeking testing or treatment. Effective programs combine behavioral, structural, and medical intervention strategies for a holistic approach.

On a larger scale, take advantage of HIV awareness days  to boost your message. Nationwide events like National Black HIV/AIDS Awareness Day in January, HIV Vaccine Awareness Day in May, National HIV Testing Day in June, and many more make it easy to spread the word. Dovetail your outreach with national campaigns to amplify your message locally.

2) Understand Emerging Issues in HIV Prevention

Before taking HIV prevention strategies to your community, it’s essential to understand emerging issues in the field. One such issue lies in changing public perception surrounding the serious nature of HIV and AIDS. As the AIDS crisis of the 1980s and 1990s recedes ever further into the past, fewer people perceive HIV as a serious issue.

Unfortunately, that means risky behaviors may once again become common; evidence suggests that certain high-risk populations, such as gay and bisexual men and people of color, may in fact be experiencing an increase in risky behavior. Fortunately, pre-exposure prophylaxis (PrEP) has proven an effective HIV prevention strategy. Increasing at-risk populations’ awareness of the dangers of risky behavior, HIV prevention options like PreP (which may help mitigate said behavior), and their testing and treatment options is key.

When designing HIV prevention strategies and awareness campaigns, take the time to research the latest issues in the field. Build on others’ successes and incorporate their best practices and new information into your own efforts.

3) Promote Actionable Behavior

Today, most people are aware of the basics of HIV/AIDS, like what the virus is and how it’s spread. Instead of hammering on the basics, try to provide information that your target audience may not already know.

In practical terms, this means focusing your efforts on actions people can take to prevent the spread of HIV. Actionable behaviors like HIV testing, taking PrEP, the location of needle exchanges in your community, or the date of the next condom distribution event can help your target audience take actions to stop the virus.

The good news: Organizations working to increase HIV awareness have multiple resources  from which they can draw. By focusing your efforts on the people in greatest need, keeping up with the latest research and news from the HIV field, and facilitating action, you can provide the tools people need to stop HIV in your community.

Improving HIV awareness in our communities is key to the fight against the virus. For more on how you can increase HIV awareness in your community, contact Capacity for Health today.

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Reflection on World AIDS Day: HIV/AIDS still matters

Almost half of young people (aged 13-24) with human immunodeficiency virus or HIV do not know they have it. For youth who test negative, testing services can connect them to HIV prevention resources. Youth who test positive can be connected to health services and take medicine to treat HIV.

Treating HIV means taking medicine to lower the amount of virus in the blood—so low that a test can’t measure it. This is the best thing to do to stay healthy.

What the data show

What schools can do, what youth can do, what is cdc doing.

Sexual risk behaviors can lead to HIV, STDs, and pregnancy. CDC data  show declines in sexual risk behaviors among high school students from 2011 to 2021. Fewer students are currently sexually active. And fewer have ever had sex—down from 47% in 2011 to 30% in 2021.

However, many youth engage in health risk behaviors and experiences that can result in unintended outcomes. According to CDC data:

• Condom use is down. Condom use among sexually active students decreased from 60% in 2011 to 52% in 2021. This decrease represents an increased health risk for HIV and STDs.
• Substance use can lead to high-risk behaviors.  When youth are under the influence of drugs or alcohol, they may engage in high-risk behaviors, such as sex without a condom or not taking medicine to prevent or treat HIV.
• Some youth are at higher risk. Some youth—including lesbian, gay, bisexual, and questioning (LGBQ+) youth—are at greater risk for negative health outcomes. For example, about 1 in 5 LGBQ+ students experienced sexual violence in the past year, compared to 1 in 10 of their heterosexual classmates. LGBQ+ students (21%) were also more likely to have ever used illegal drugs than heterosexual students (11%).

The data show there is work to be done to support healthy adolescent development. Addressing HIV among youth means teaching them skills to reduce their risk, make healthy decisions, and get treatment and care if needed.

Schools can help prevent HIV. The nation’s schools reach millions of students every day. Schools are a place for students to learn about the dangers of unhealthy behaviors, and to practice skills that promote a healthy lifestyle. Schools are in a unique position to help youth adopt behaviors that reduce their risk for HIV.

How schools can encourage youth to stay healthy

• Teach students the basics about HIV and other  STDs .
• Promote communication between youth and their parents or families.
• Support student access to confidential HIV counseling and testing services.

How schools can encourage students to get tested for HIV

• Use health risk behavior data to prioritize needs for health education or services.
• Connect students to health services that include confidential HIV testing and counseling.
• Encourage students and their parents or families to talk about HIV.

Youth need to understand their risk and know how to protect themselves against HIV.

• Get educated.  Learn the basic facts  about HIV transmission, testing, and prevention.
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CDC’s adolescent and school health program, What Works in Schools implements activities focused on primary prevention within the U.S. education system. CDC reaches approximately 2 million students by funding education agencies and a network of leaders in school-based HIV, STD, and pregnancy prevention . These funded partners :

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How Can You Help Someone Who Has Been Newly Diagnosed with HIV?

There are many things you can do to support a friend or loved one who has been recently diagnosed:

• Listen. Being diagnosed with HIV is life-changing news. Listen to your loved one and offer your support. Be available to have open, honest conversations about HIV. Follow the lead of the person who is diagnosed with HIV. They may not want to talk about their diagnosis or may not be ready. They may want to connect with you in the same ways they did before they were diagnosed. Do things you did together before their diagnosis; talk about things you talked about before their diagnosis. Show them that you see them as the same person and that they are more than their diagnosis.
• Learn. Educate yourself about HIV: what it is, how it is and is not transmitted, how it is treated, and how people can stay healthy with HIV. Having a solid understanding of HIV is a big step forward in supporting your loved one and reassuring them that HIV is a manageable health condition. HIV.gov’s HIV Basics pages are an excellent source of information to familiarize yourself with HIV. Have these pages available for your newly diagnosed friend if they want them. Knowledge is empowering, but keep in mind that your friend may not want the information right away.
• Encourage medical care and treatment. Some people who are recently diagnosed may find it hard to take that first step to getting into HIV medical care. But the best thing people with HIV can do for their health is to get into care and start treatment with HIV medicine as soon as possible. By starting HIV medicine, sticking to a treatment plan, and staying in care, people with HIV can reduce the HIV in their blood to an undetectable level. That’s a level so low it can’t be detected in a standard test. People with HIV who take HIV medicine exactly as prescribed and get and keep an undetectable viral load can live long and healthy lives and will not transmit HIV to their HIV-negative partners through sex. Encourage your loved one to see a doctor and start HIV treatment as soon as possible. If they do not have an HIV health care provider, you can help them find one. Use HIV.gov’s HIV Testing Sites & Care Services Locator to find one nearby. There are also programs that can help with paying for HIV treatment and care .
• Support medication adherence . It’s important for people with HIV to take their HIV medicine exactly as prescribed. Ask your loved one what you can do to support them in establishing a medication routine and sticking to it. Also ask what other needs they might have and how you can help them stay healthy. Learn more about treatment adherence and get tips for sticking to a treatment plan .
• Get support. Take care of yourself and get support if you need it. Turn to others for any questions, concerns, or anxieties you may have, so that the person who is diagnosed can focus on taking care of their own health. But always respect the privacy of the loved one with HIV.

If you are the sexual partner of someone who has been diagnosed with HIV, you should also get tested so that you know your own HIV status. If you test negative, talk to your health care provider about PrEP (pre-exposure prophylaxis), taking HIV medicine to prevent HIV. PrEP is recommended for people at risk of getting HIV, including those who are in a relationship with a partner who has HIV who is not on treatment and does not have a suppressed viral load . If you test positive, get connected to HIV treatment and care as soon as possible.

What If a Friend Tells You That They Have HIV?

More than a million people in the United States have HIV, so you may know someone with the virus. If your friend, family member, or co-worker has had HIV for some time and has just told you, here’s how you can be supportive:

• Acknowledge. If someone has disclosed their HIV status to you, thank them for trusting you with their private health information.
• Ask. If appropriate, ask if there’s anything that you can do to help them. One reason they may have chosen to disclose their status to you is that they need an ally or advocate, or they may need help with a particular issue or challenge. Some people are public with this information; other people keep it very private. Ask whether other people know this information, and how private they are about their HIV status.
• Reassure. Let the person know, through your words or actions, that their HIV status does not change your relationship and that you will keep this information private if they want you to.
• Learn. Educate yourself about HIV. Today, people with HIV who take HIV medicine as prescribed can get and keep an undetectable viral load, stay healthy, and will not transmit HIV to their sexual partners. Don’t make assumptions and look to your friend for guidance.

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• CDC – HIV Basics: Living with HIV

• Research article
• Open access
• Published: 25 September 2011

Awareness and knowledge of sexually transmitted diseases (STDs) among school-going adolescents in Europe: a systematic review of published literature

• Florence N Samkange-Zeeb 1 ,
• Lena Spallek 1 &
• Hajo Zeeb 1  

BMC Public Health volume  11 , Article number:  727 ( 2011 ) Cite this article

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Sexually transmitted diseases (STDs) are a major health problem affecting mostly young people, not only in developing, but also in developed countries.

We conducted this systematic review to determine awareness and knowledge of school-going male and female adolescents in Europe of STDs and if possible, how they perceive their own risk of contracting an STD. Results of this review can help point out areas where STD risk communication for adolescents needs to be improved.

Using various combinations of the terms "STD", "HIV", "HPV", "Chlamydia", "Syphilis", "Gonorrhoea", "herpes", "hepatitis B", "knowledge", "awareness", and "adolescents", we searched for literature published in the PubMed database from 01.01.1990 up to 31.12.2010. Studies were selected if they reported on the awareness and/or knowledge of one or more STD among school-attending adolescents in a European country and were published in English or German. Reference lists of selected publications were screened for further publications of interest. Information from included studies was systematically extracted and evaluated.

A total of 15 studies were included in the review. All were cross-sectional surveys conducted among school-attending adolescents aged 13 to 20 years. Generally, awareness and knowledge varied among the adolescents depending on gender.

Six STDs were focussed on in the studies included in the review, with awareness and knowledge being assessed in depth mainly for HIV/AIDS and HPV, and to some extent for chlamydia. For syphilis, gonorrhoea and herpes only awareness was assessed. Awareness was generally high for HIV/AIDS (above 90%) and low for HPV (range 5.4%-66%). Despite knowing that use of condoms helps protect against contracting an STD, some adolescents still regard condoms primarily as an interim method of contraception before using the pill.

In general, the studies reported low levels of awareness and knowledge of sexually transmitted diseases, with the exception of HIV/AIDS. Although, as shown by some of the findings on condom use, knowledge does not always translate into behaviour change, adolescents' sex education is important for STD prevention, and the school setting plays an important role. Beyond HIV/AIDS, attention should be paid to infections such as chlamydia, gonorrhoea and syphilis.

Peer Review reports

Over the period 1985-1996, a general decrease of gonorrhoea, syphilis and chlamydia infections was noted in developed countries, both in the general population and among adolescents [ 1 ]. From the mid-1990s however, increases in the diagnoses of sexually transmitted diseases, in particular syphilis, gonorrhoea and chlamydia have been reported in several European countries, especially among teenagers 16-19 years old [ 2 – 7 ].

The problem with most STDs is that they can occur symptom-free and can thus be passed on unaware during unprotected sexual intercourse. On an individual level, complications can include pelvic inflammatory diseases and possibly lead to ectopic pregnancies and infertility [ 8 – 11 ]. Female adolescents are likely to have a higher risk of contracting an STD than their male counterparts as their partners are generally older and hence more likely to be infected [ 2 , 12 ].

The declining age of first sexual intercourse has been proffered as one possible explanation for the increase in numbers of STDs [ 7 ]. According to data from different European countries, the average age of first sexual intercourse has decreased over the last three decades, with increasing proportions of adolescents reporting sexual activity before the age of 16 years [ 13 – 18 ]. An early onset of sexual activity not only increases the probability of having various sexual partners, it also increases the chances of contracting a sexually transmitted infection [ 19 ]. The risk is higher for female adolescents as their cervical anatomic development is incomplete and especially vulnerable to infection by certain sexually transmitted pathogens [ 20 – 23 ].

The reluctance of adolescents to use condoms is another possible explanation for the increase in STDs. Some surveys of adolescents have reported that condoms were found to be difficult to use for sexually inexperienced, detract from sensual pleasure and also embarrassing to suggest [ 24 – 26 ]. Condoms have also been reported to be used primarily as a protection against pregnancy, not STD, with their use becoming irregular when other contraceptives are used [ 15 , 27 ]. Furthermore, many adolescents do not perceive themselves to be at risk of contracting an STD [ 27 ].

We conducted this systematic review in order to determine awareness and knowledge of school-going adolescents in Europe of sexually transmitted diseases, not only concerning HIV/AIDS, but also other STDs such as chlamydia, gonorrhoea, syphilis and human papillomavirus (HPV). Where possible we will identify differences in awareness and knowledge by key demographic variables such as age and gender, and how awareness has changed over time.

Although knowledge and awareness have been reported to have a limited effect on changing attitudes and behaviour, [ 16 , 28 – 30 ] they are important components of sex education which help promote informed, healthy choices [ 31 – 33 ]. As schooling in Europe is generally compulsory at least up to the age of 15 years [ 34 ] and sex education is part of the school curriculum in almost all European countries, school-going adolescents should be well informed on the health risks associated with sexual activity and on how to protect themselves and others. In view of the decreasing age of sexual debut and the reported increasing numbers of diagnosed STDs among young people, results of our review can help point out areas where STD risk communication for school-attending adolescents needs to be improved.

Search strategy

We performed literature searches in PubMed using various combinations of the search terms "STD", "HIV", "HPV", "chlamydia", "syphilis", "gonorrhoea", "herpes", "hepatitis B", "knowledge", "awareness", and "adolescents". The reference lists of selected publications were perused for further publications of interest. The search was done to include articles published from 01.01.1990 up to 31.12.2010. Inclusion and exclusion criteria were specified in advance and documented in a protocol (Additional File 1 ).

Inclusion criteria

Studies were selected if they reported on awareness and/or knowledge of one or more sexually transmitted disease(s) among school-attending adolescents in a European country, or in Europe as a whole, and were published in English or German.

Exclusion criteria

Case reports, reviews, editorials, letters to the editor, expert opinions, studies on sexual activity/behaviour only, studies evaluating intervention programmes and studies not specifically on school-attending adolescents were excluded.

Methodological assessment of reviewed studies

We used a modified version of the Critical Appraisal Form from the Stanford School of Medicine to assess the methodology of the studies included in the review [ 35 ]. The studies were classified according to whether or not they fulfilled given criteria such as 'Were the study outcomes to be measured clearly defined?', 'Was the study sample clearly defined?', or 'Is it clear how data were collected?' (Table 1 ). No points were allocated. Instead, the following categorisations could be selected for each assessment statement: 'Yes', 'Substandard', 'No', 'Not Clear', 'Not Reported', 'Partially Reported', 'Not Applicable', 'Not Possible to Assess', 'Partly'. The assessment was done independently by two of the authors (FSZ, LS) who then discussed their findings.

Definition of awareness and knowledge

For the purpose of this review studies were said to have assessed awareness if participants were merely required to identify an STD from a given list or name an STD in response to an open question. Knowledge assessment was when further questions such as on modes of transmission and protection were posed.

Overall, 465 titles and abstracts were obtained from the searches conducted. Three hundred and ninety-three articles were excluded as they did not report on studies conducted in Europe (Figure 1 ). A further 47 were excluded as they did not focus on knowledge and awareness of adolescents. Of the 25 identified articles dealing with knowledge on STDs among adolescents in Europe, 8 were excluded as they either did not specifically address the question of knowledge and/or awareness, or focused more on sexual behaviour/beliefs. A further seven articles were excluded because the study population was not clearly stated to be school-attending.

Flow diagram showing selection process of articles included in the review .

A review of the references listed in the 10 articles meeting inclusion criteria yielded four additional relevant articles. One article reported on two studies, hence a total of 15 studies published from 1990-2000 were included in the systematic review.

Six of the articles were published before the year 2000 [ 36 – 41 ], and nine after 2000 [ 42 – 49 ]. The studies report on surveys conducted from as early as 1986 to 2005 (Table 2 ).

The majority of the 15 studies specifically focused on HIV/AIDS only (7 studies) [ 36 , 39 , 41 , 43 , 44 , 49 ], four on STDs in general [ 37 , 38 , 40 , 42 ], one on STDs in general with focus on HPV [ 47 ], and three on HPV only [ 45 , 46 , 48 ]. All the HPV studies were published after the approval and market introduction of the HPV vaccine in 2006.

Generally the studies were conducted in particular regions/towns in different countries, with only one being conducted across three towns in three different countries (Russia, Georgia and the Ukraine) [ 43 ]. Six of the studies were conducted in Sweden [ 37 , 38 , 40 , 41 , 46 , 47 ] two in Russia [ 39 , 43 ] and one each in Ireland, [ 36 ] England, [ 42 ] Croatia, [ 44 ] Finland, [ 45 ] Italy [ 48 ] and Germany [ 49 ] (Table 2 ).

In the studies, generally both male and female adolescents varying in age from 13-20 years were surveyed. One study surveyed females only [ 40 ] and adolescents 11-12 years old were included in only one study [ 49 ] (Table 2 ). Whereas most of the studies included assessed awareness and knowledge among boys and girls separately, only one study [ 48 ] specifically assessed the association between age and awareness/knowledge.

Methodological summary of studies included in the review

All studies included in the review were cross-sectional in design. Apart from one study which recruited pupils by mailing the questionnaire to all households with adolescents in the 9 th grade, [ 45 ] pupils were recruited via schools. For 8 of the 15 studies it could not be deduced from the methods section how the participating schools were selected and in 4 studies it was not clear how the participating pupils were selected. The pupils completed questionnaires in school in 10 studies, and in two the questionnaires were completed at home [ 45 , 48 ]. Face-to-face interviews were used only in the surveys by Andersson-Ellström et al. [ 40 ] and by Goodwin et al. [ 43 ] (Table 2 ).

The study outcomes were clearly defined in all studies and the topics on which questions were posed were clearly described in all but one study. The majority of the studies also reported the individual questions posed to assess the given outcomes. In six studies the authors did not mention whether the instruments used for data collection had been pre-tested, validated, or whether the questions posed had been used in previous surveys (Table 1 ). Of the 9 studies which clearly reported participation rates, 7 had participation rates ranging from 79% to 100%. The remaining two studies had participation rates of 21.5% and 58% (Table 2 ).

Six STDs were focussed on in the studies included in the review, with awareness and knowledge being assessed in depth mainly for HIV/AIDS and HPV,[ 36 , 41 – 43 , 46 – 49 ] and to some extent for chlamydia [ 37 , 38 , 42 , 47 ]. For syphilis, gonorrhoea and herpes, only awareness was assessed in four studies [ 37 , 38 , 42 , 47 ].

Awareness and knowledge of HPV

The reported awareness of HPV among the surveyed adolescents was generally low (identification from given list), ranging from 5.4% in the study by Höglund et al. [ 47 ] to 66% in the study by Pelucchi et al. [ 48 ]. In the two studies which also reported results for females and males separately, awareness was observed to be statistically significantly higher among females than among males: 16.4% vs. 9.6% in the Swedish study by Gottvall et al. [ 46 ] and 71.6% vs. 51.2% in the Italian study by Pelucchi et al. [ 48 ]. In the study by Höglund et al., only one of the participating 459 adolescents mentioned HPV (in response to an open question on known STDs) [ 47 ].

Awareness of the HPV vaccine was also very low, with 5.8% and 1.1% of adolescents surveyed in the studies by Gottvall et al. and Höglund et al. respectively, reporting being aware of the vaccine [ 46 , 47 ]. Whereas only 2.9% and 9.2% of adolescents in these two Swedish studies were aware that HPV is sexually transmitted, the proportion was 60.6% in the Italian study [ 48 ]. A minority of adolescents knew that HPV is a risk factor for cervical cancer: 1.2% in the study by Höglund et al. [ 47 ] and 8.1% in the study by Gottvall et al. [ 46 ]. Among the adolescents who participated in the survey by Pelucchi et al., 48.6% were aware that the aim of the HPV vaccine is to prevent cervical cancer [ 48 ]. Among female adolescents who participated in the study by Gottvall et al., 11.8% did not believe they would be infected with HPV [ 46 ]. The proportion was 55% among female participants in the study by Pelucchi et al. [ 48 ]. The latter study surveyed pupils aged 14-20 years but did not report on age differences in awareness.

Three studies reported on awareness of condylomata, genital warts which are caused by the human papilloma virus. Two of the studies reported awareness of 35% [ 38 ] and 43% [ 37 ]. The third study mentioned that awareness of condylomata was lower than that for chlamydia without stating the corresponding figures [ 40 ].

Awareness and knowledge of HIV/AIDS

Knowledge and awareness was quite high in all studies reporting on HIV/AIDS, with more than 90% of adolescents being able to identify the disease as an STD from a given list or in response to the direct question "Have you ever heard of HIV/AIDS?" [ 36 , 38 , 42 ]. In one study where the open question "Which STDs do you know or have you heard of?" was used, 88% of respondents mentioned HIV/AIDS [ 47 ] (Table 3 ).

In the studies where this was asked, a large majority of the adolescents knew that HIV is caused by a virus, [ 36 , 41 ] is sexually transmitted,[ 36 , 41 , 43 , 47 , 49 ] and that sharing a needle with an infected person may lead to infection with the virus [ 36 , 41 , 43 , 49 ]. Statistically significant age specific differences in knowledge on mode of HIV-transmission were reported in the study conducted in Germany [ 49 ]. Compared to 13 and 15 year old pupils, a higher proportion of 14 year old pupils correctly identified the level of risk of HIV-transmission associated with bleeding wounds, intravenous drug use and sexual contact. For the latter mode of transmission, the lowest proportion of correct answers was observed among 16 year old pupils. Generally the proportion of respondents correctly reporting that use of condoms helps protect against contraction of HIV was above 90%. The only exception was in the Russian study conducted by Lunin et al. in 1993, in which only 42% of females and 60% of males were aware of this fact [ 39 ]. In the same study, only 15% of the adolescents perceived themselves 'not at risk' of contracting HIV (Table 3 ).

Only one study reported asking the adolescents if one can tell by looking at someone if they have HIV, to which 47% responded affirmatively [ 43 ].

Awareness and knowledge of chlamydia

The proportion of adolescents able to identify chlamydia as an STD from a list of diseases ranged from 34% in the study conducted in England by Garside et al. [ 42 ] to 96% in the Swedish study by Andersson-Ellström et al. [ 22 ]. In the Garside study, the proportion was higher among year 9 than among year 11 pupils (p < 0.05). In another Swedish study by Höglund et al. 86% of the surveyed adolescents mentioned chlamydia as one of the STDs known to them in response to an open question [ 47 ]. In the two studies which reported on awareness among boys and girls separately, girls were observed to have higher awareness proportions than boys [ 38 , 42 ]. While the observation was not statistically significant in one of the studies, [ 27 ] this was not reported on in the other study [ 38 ].

Not many adolescents knew that chlamydia can be symptom-free: 40% and 56% in the 1986 and 1988 surveys by Andersson-Ellström et al. [ 37 ] and 46% in the study by Höglund et al. [ 47 ]. In one Swedish study where the level of knowledge in the same study population was assessed at age 16 and 18, a statistically significant increase in knowledge was observed over time [ 40 ]. Only the Finish study reported on the subjective rating of risk of contracting chlamydia. 55% of the adolescents surveyed reported 'low perceived susceptibility' [ 45 ] (Table 3 ).

Awareness and knowledge of gonorrhoea

Gonorrhoea was identified as an STD from a given list by 84% of adolescents in the survey by Tyden et al.,[ 38 ] by 98% in the survey by Andersson-Ellström et al.,[ 37 ] and by 53% in the survey by Garside et al. [ 42 ]. In the latter, the difference between year 9 and year 11 pupils was more pronounced among boys: 53% among year 9 and 60% among year 11 (p > 0.05). A statistically significant increase in knowledge over time was observed in a group of girls surveyed at age 16 and 18 [ 40 ]. Only 50% of the adolescents surveyed in the study by Höglund et al. mentioned gonorrhoea in response to an open question on known STDs [ 47 ] (Table 3 ).

Awareness of syphilis and herpes

Awareness of syphilis was surveyed only in the study conducted in England where 45% of the participating adolescents correctly identified the disease from a given list as an STD. The proportion was slightly higher among year 11 compared to year 9 pupils and awareness was slightly higher among girls than among boys (p > 0.05) [ 42 ] (Table 3 ).

In the Tyden et al. study, [ 38 ] 56% of the surveyed adolescents identified herpes as an STD from a given list. The proportion was 90% in the survey by Andersson-Ellström et al. [ 37 ] and 59% in the Garside et al. study [ 42 ]. In the latter, considerable differences were observed between year 9 and year 11 pupils (p < 0.05), but not between girls and boys in the same school year. Herpes was mentioned as an STD by 64% of the adolescents surveyed in the study by Höglund et al. [ 47 ] (Table 3 ).

Awareness of STDs in general

Five of the studies reviewed assessed the knowledge of participating adolescents on STDs in general. In the England study, all in all 59.7% of the participants knew that STDs in general can be symptom-free [ 42 ]. Among girls, knowledge was higher among year 11 than year 9 pupils, while the opposite was true for boys. The proportion of boys in year 9 who knew this fact (64.2%) was considerably higher than that of year 9 girls (53.8%) (Table 3 ). In two Swedish studies by Tyden et al. and by Andersson-Ellström et al., all surveyed adolescents knew that the use of condoms can protect against the contraction of STDs in general [ 38 , 40 ]. In an earlier study by Andersson-Ellström et al., 20% of sexually active pupils surveyed in 1986 were aware that condoms protect against infection. The figure significantly went up to 43% in 1988, with boys having significantly higher awareness than girls in both years [ 22 ] (Table 3 ). In the same study, the proportion of girls who felt themselves to be at risk of contracting an STD in general went down from 32% in the 1986 survey to 24% in the 1988 survey. Among boys, the proportion increased from 16% in 1986 to 24% in 1988. These changes were not statistically significant [ 37 ]. In the Finish study, 55% of the surveyed adolescents perceived themselves to be at low risk of contracting an STD [ 45 ].

Reported use of condoms

Use of condoms by sexually active participants was assessed in three studies, all conducted in Sweden [ 38 , 46 , 47 ]. Reported use at sexual debut was lowest in the study published in 1991 (31%), [ 38 ] and higher in the other studies both published in 2009: 61% [ 47 ] and 65% [ 46 ] respectively (Table 3 ). In the earlier study, the proportion of girls reporting condom use was, at 50%, considerably higher than that of boys (40%) [ 38 ]. In the study by Gottvall et al., no difference in condom use was observed between girls and boys [ 46 ]. Condom use at recent coitus was reported on only in the earlier study [ 38 ]. It was observed that the decrease in the proportion of girls reporting using condoms was more pronounced than that of boys (26% vs. 40%) (Table 3 ).

The highest awareness and knowledge were reported for HIV/AIDS. This is certainly linked to the fact that since the mid 1980s, extensive awareness campaigns on this topic have been conducted globally. The lowest proportions were reported for HPV, with awareness as low as 5.4% in one study [ 47 ]. With only about 1 in 8 respondents knowing that HPV is an STD, awareness was still very low in one of the two studies conducted after the introduction of the HPV vaccine [ 46 ]. A higher awareness (66.6% of respondents aware), measured in a different population, was observed in the second recent study on HPV [ 48 ].

Two factors appeared to have influenced awareness. The first was of a methodological nature and related to the fact whether an open or closed question was posed. Of the studies included in the review which assessed awareness, all but one used closed-form questions only. The adolescents either had to identify sexually transmitted diseases from a given list of diseases, or the question was in a yes/no format. Initially, Höglund et al. asked participating adolescents to list all STDs known to them and then later on, if they had ever heard of HPV. Only one participant (0.2%) mentioned HPV as one of the STDs known to them, but later, 24 (5.4%) reported to have heard of HPV [ 47 ]. In comparison to open-form questions, closed questions are not only more practical and easier to respond to, but also easier to code and analyse. One of the arguments raised against closed questions, especially where a list of possible answers is given, is the risk of guesswork. It can not be ruled out that some participants, unable to answer the question, will select answers at random [ 50 , 51 ]. In the study by Garside et al. for example, among year 9 pupils, 14.5% incorrectly identified plasmodium, and 20.6% filariasis from a given list as STDs [ 42 ]. Open questions have been recommended for surveying participants with unknown or varying knowledge/awareness [ 50 ] as these questions provide a more valid picture of the state of knowledge [ 51 ].

To a lesser extent, gender also appears to have influenced knowledge and awareness, especially for HPV [ 46 , 48 ]. Significant gender differences were observed, with females having better awareness and knowledge than males. Although the data are limited as not all studies reported results separately for males and females, these findings, could be reflective of the way awareness campaigns, for example on HPV, have been targeted more at females than at males.

The studies on HIV included in our review generally reported high awareness of the protective effect of condoms among adolescents [ 36 , 41 , 43 , 47 , 49 ]. One study included in the review however observed that adolescents seem to regard condoms primarily as a method of contraception and not as a means of protection against sexually transmitted diseases (40). In this study, 19 out of 20 female adolescents who reported more than 4 sexual partners at the age of 18 reported intercourse without a condom in relationships of less than 6 months' duration. The majority of them were, however, convinced that they had neither acquired (96%) nor transmitted (93%) an STD at last unprotected intercourse [ 40 ]. Other studies also indicate that consistent condom use is generally low among adolescents [ 27 , 52 – 55 ].

Where reported, participation rates were generally high, probably due to the fact that the adolescents were recruited in schools. In some instances however, the number of participants was low even though the participation rate was reported as high. In the study by Tyden et al. for example, the study sample consisted of 213 pupils, 12% of the 1830 students in the first form of upper secondary school in Uppsala [ 38 ]. The authors base the participation rate of their study (98%) on the 12%, without explaining how it came about that only 213 pupils were considered for participation. The one study which recruited participants per post had a very low participation rate of 21.5% [ 45 ]. Nevertheless, the study had more participants than others with comparatively higher participation rates. Bias related to selective participation is an issue that needs to be considered on a study by study basis, and reporting on response proportions should be considered essential for all studies.

Study strengths and limitations

To our knowledge no systematic reviews of published literature on knowledge and awareness of sexually transmitted diseases among school-attending adolescents in Europe have been conducted to date. The current review confirms that there are considerable gaps in knowledge and awareness on major STDs in European adolescents. Our results underline the importance of the objectives set for adolescents' sexual and reproductive health in Europe, the first of which foresees that adolescents be informed and educated on all aspects of sexuality and reproduction [ 31 ].

We could not identify many studies on knowledge and awareness of sexually transmitted diseases among school-attending adolescents in Europe. This could be due to the fact that knowledge has been shown to have little impact on behaviour change, and prevention interventions have generally moved away from a focus on knowledge and awareness as key mediators. Another possible reason is that schools are not always willing to participate in such studies due to competing demands of other school activities or because of the subject content [ 16 , 28 – 30 ].

One limitation of our review is that the 15 studies included did not all focus on the same sexually transmitted diseases. The four studies conducted in Eastern Europe were all on HIV/AIDS knowledge and awareness only, whereas Western European studies were on STDs in general or on HPV. Furthermore, the formulation of the questions used to assess awareness and knowledge varied between studies, making it difficult to directly compare the findings of individual studies. Another potential limiting factor is the age variation of participants in the studies included in the review, especially as all but one study did not clearly investigate the association between age and awareness or knowledge. Due to the afore-mentioned factors and the small number of studies available, it was not possible to perform a meta-analysis of the study findings.

The representativeness of study participants in some studies could not be assessed as it was not mentioned how the schools were selected [ 37 , 40 – 44 , 49 ]. Different socioeconomic environments of individual schools are likely to affect results, but there is currently not sufficient information to assess this.

The school setting offers an effective way to access adolescent populations universally, comprehensively and uniformly [ 56 ]. It plays an important role for sex education, especially for those adolescents with no other information sources. Furthermore, some parents are not comfortable discussing sexual issues with their children. It therefore comes as no surprise that many young people cite the school as an important source of information about sexually transmitted diseases [ 26 , 27 ]. Although sex education is part of the school curriculum in many European countries, there are differences in the issues focused on. In some countries sex education is integrated in life skills approach, whilst biological issues are predominant in others and at times the focus is on HIV/AIDS prevention [ 57 ]. Generally it seems that education schedules offer a range of opportunities to raise knowledge and awareness of STD among adolescents.

In general, the studies reported similar low levels of knowledge and awareness of sexually transmitted diseases, with the exception of HIV/AIDS. Although, as shown by some of the findings on condom use, knowledge does not always translate into behaviour change, adolescents' sex education is important for STD prevention, and the school setting plays an important role. Beyond HIV/AIDS, attention should be paid to infections such as chlamydia, gonorrhoea and syphilis.

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FSZ developed the concept for the study, conducted the literature search, assessed studies for inclusion in the review and extracted data. She also prepared drafts and undertook edits. LS was involved in the development of the study concept, conducted the literature search, assessed studies for inclusion in the review and extracted data. HZ was involved in the development of the study concept. All authors contributed to the editing of the drafts and have read and approved all versions of the manuscript.

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Samkange-Zeeb, F.N., Spallek, L. & Zeeb, H. Awareness and knowledge of sexually transmitted diseases (STDs) among school-going adolescents in Europe: a systematic review of published literature. BMC Public Health 11 , 727 (2011). https://doi.org/10.1186/1471-2458-11-727

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LoveYourself Inc.

Leading HIV Advocacy Group offering Free HIV Test

HIVisions – A Youth in Crisis: HIV/AIDS and Awareness

The HIV crisis has gone on for four decades, and for four decades the world has struggled against it. Doctors, scientists, educators, policy makers, writers, artists – people of all walks and all colors have, in their own ways, sought to make sense of this crisis and its relationship with society. From citizens to states, from medicine to prayer, from cures to cries for reform, people’s visions of how to respond to the crisis are as diverse as the people who bear its scars. The goal of this series is to give you a glimpse of these visions: the roles people of different passions and disciplines have played in this crisis that, as of January 2017 as recorded by the Department of Health’s Epidemiology Bureau, is infecting 28 Filipinos daily.

The HIV crisis in the Philippines requires urgent attention due to increasing rates of HIV infection, in contrast to a worldwide trend of plateauing or decreasing rates. Moreover, of the 26 Filipinos daily who contract HIV, 8 of them are aged 15-24 years old 1 . The age group contributing to the biggest proportion of cases has also become younger, with the 25-34 years age group accounting for more than half of detected cases, with the 15-24 years age group trailing behind at 28%.

The Philippine government has enacted legislation aimed at increasing the effectiveness of intervention 2 as the face of the epidemic in the country changes with the median age of People Living with HIV (PLHIVs) getting younger. Globally, young people are considered most vulnerable to HIV/AIDS infection. This situation is a result of a general lack of correct knowledge about HIV/AIDS that can be addressed by reproductive and sexual health education and other socioeconomic circumstances that expose the youth to risky behavior 3 . In fact, a Young Adult Fertility and Sexuality (YAFS) study in 2014 reports that 14% of Filipino girls aged 15 to 19 years old are either pregnant for the first time or already mothers 4 . Four percent (4%) of 15-24 year olds infected with HIV are females 5 .

Knowledge of HIV/AIDS and Sexual Attitudes

A paper prepared for the 2004 Annual Meeting of the Population Association of America by Elmer Laguna from the University of the Philippines Population Institute gives us insights on the knowledge of Filipino youth on HIV/AIDS and its impact on their decision to engage in various sexual practices. Laguna cites the AIDS Risk Reduction Model which states that being correctly informed on reproductive health is the starting point from which one is able to make commitments in changing one’s risky behavior and enacting solutions to perform low-risk behavior 6 , 7 .

Findings from the study revealed that awareness of the existence of a disease known as HIV/AIDS is universal among the youth, but misconceptions about the disease exist for a sizable proportion of the sector. More than a quarter believe that HIV/AIDS is a punishment from God for people who have sex outside marriage. A significant proportion also mentioned that AIDS is curable, and more than half believe that only persons with multiple sex partners are at risk of acquiring the virus 8 . In 2016, the increase in HIV cases among the youth is indicative that the level of knowledge of HIV/AIDS among the youth still needs urgent attention.

Linked with HIV/AIDS knowledge are prevailing sexual attitudes and behaviors. Elmer Jose from the Department of Psychology of the Polytechnic University of the Philippines conducts a study on these on respondents aged 15-24 years 9 . Cultural mores on premarital sex stemming from the country’s Catholic background is noteworthy as high percentages of respondents hold sex as sacred and must be reserved after marriage. In spite of the significant reservations against premarital sex, more than a quarter of respondents reported having had premarital intercourse, with 80% having not used condoms – an overwhelming majority.

Cross-linking findings from Jose and Laguna’s studies, the influence of religion is a palpable force in shaping people’s attitudes towards sex and HIV/AIDS. Quite ironically, Laguna reports that Catholic respondents are generally more aware about the existence of HIV/AIDS. Consequently, the view that HIV/AIDS is a punishment for those who engage in sexual intercourse outside marriage is prevalent and may be a reason for someone to feel stigmatized about activities geared towards HIV/AIDS awareness and understanding — from talking about one’s sexual behavior to getting oneself tested and receiving treatment. Secondly, the alarmingly low rate of condom use among respondents who reported engaging in sexual intercourse whilst being aware of HIV/AIDS is a worrisome contradiction that puts into question the effectiveness of reproductive health education programs 10 .

Condom Use and HIV Testing Among the Youth

In 2015, a qualitative study on condom use conducted by the Epidemiology Bureau of the Department of Health (DOH) tackled reasons that drove subjects to or barred them from using condoms. Similarly, reasons that drove subjects to or barred them from getting tested for HIV/AIDS were identified.While the study focused on men having sex with men (MSMs), persons aged less than 24 years comprised majority (64%) of the respondents 11 .

The study revealed that there are more barriers than drivers for using condoms. Access to condoms and lubricants, knowledge and awareness about HIV, and perceived risk determined whether or not respondents used condoms. Moreover, personal motivations drove respondents to use condoms for protection or abandon them for sexual pleasure. Social perceptions centering on the “cleanliness” of their partner also determined condom use.

Of the numerous factors the study considered, love and romantic relationships, and spontaneity, or “heat of the moment” sex, are barriers that had no corresponding drivers. “Here, the meaning of being in a relationship and not using a condom to show trust and fidelity becomes the barrier to condom use 12 ”. In other words, personal motivation towards safety and cleanliness is overpowered by multiple barriers including personal motivations towards sexual pleasure, love and romantic relationships. Finally, the spontaneity of sex implies that the physical urge to have sex is a barrier to condom use 13 .

Similarly, there were more barriers than drivers for getting tested for HIV/AIDS. Access to services, knowledge and awareness of HIV/AIDS, and perceived or felt risks of acquiring the virus determined whether or not respondents got themselves tested. On the level of personal motivation, it was either respondents wanted to validate their negative status or were prevented by fear of finding out their HIV/AIDS status. Stigma associated with HIV, however, is a barrier to testing that had no opposing drivers 14 .

The study clearly reveals that there were consistently more factors barring people from using condoms and getting tested for HIV/AIDS than factors driving people to use condoms and getting themselves tested for HIV/AIDS. As a response to these findings, the study recommends a model for awareness intended for the general population, including the youth, with the goal for effecting behavioral change. In order for knowledge and awareness to be instilled effectively, the model identifies three levels of knowledge: conceptual knowledge which makes HIV understandable, social awareness of the reality of HIV, and personal awareness of PLHIVs 15 .

LoveYourself Caravans

LoveYourself has an initiative called LoveYourself Caravans, an HIV/AIDS awareness campaign which includes conducting HIV101 and on-site testing at universities and colleges and workplaces. In response to the growing rate of infections among the youth, LoveYourself Caravans is increasing the number of schools it targets to collaborate with on-campus awareness programs. In light of the three-tiered awareness model recommended by DOH’s 2015 qualitative study, we ask LoveYourself Programs Officer Earl Patrick Penabella to see where LoveYourself Caravans’ programs stand.

The HIV101 modules conducted by LoveYourself attempts to address an awareness program’s requirement to instill conceptual knowledge, and to a certain extent also instill social awareness through videos and group dynamics alluding to the reality of HIV/AIDS. “Social awareness though is difficult to quantify; its end results are more qualitative in nature,” says Earl. He admits though that the the capacity of LoveYourself’s HIV101 programs to raise personal awareness still leaves much to be desired. “The program can consider sharing testimonials from PLHIVs, who can talk about their experiences before students and educators,” muses Earl.

An integral part of LoveYourself Caravans’ campaigns in colleges and universities is advocating the use of condoms, a topic that is not well received in secular institutions. Earl reports that 4 out of 5 schools denied the program from distributing condoms and demonstrating its usage, relegating learning about the contraceptive tool to Powerpoint slides. “There are a few ways we can go around this setback – LoveYourself has tools to ensure that we do get the message across. The most basic expectation of an awareness campaign is to move the audience one notch up – which means if they have zero knowledge, then it is to equip them with the knowledge,” he explains.

LoveYourself Caravans’ HIV101 module includes the Triangle of Self Care 16 , a LoveYourself paradigm that sufficiently tackles condom and lubricant use. LoveYourself Caravans is also planning to launch a peer educator program aimed at capacitating and training students with the skills and knowledge to facilitate LoveYourself’s HIV101 modules to fellow students, a scheme similar to LoveYourself’s campaigns but on a decreased scale. The peer educator programs will be held at LoveYourself’s facilities where respect for religious and cultural sensibilities is not an obstacle. “Schools may disallow us from doing condom usage demonstrations, but when we train our peer educators, they will be exposed to the actual thing,” solving the barrier to experiential learning.

Beyond Conceptual Learning

A partner of LoveYourself Caravans is the Ateneo entity of the Association for the International Exchange of Students in Economics and Commerce (AIESEC), a worldwide organization developing the leadership potential of the youth through experiential learning, volunteer experiences, and professional internships 17 .

Being an international exchange organization, Project tHrIVe allows foreign volunteers, which the entity calls as “Exchange Participants (EPs),” to experience LoveYourself operations by spending a few days working at its clinics. The program lasts for six weeks, and the EPs are made to work with various organizations including LoveYourself, educating the youth about the dangers of HIV/AIDS transmission, working at its testing sites, and participating in events that the organizations may have.

Project tHrIVe with its hands-on approach to learning allows its participants first-hand encounters with clients at LoveYourself’s clinics. “Our EP’s time volunteering in LoveYourself Anglo really helped them to see the nerve-racking effects of having HIV. It made them want to educate the youth even more, because they know that it is the only way to lessen the number of people experiencing these emotions,” shares Nicole Ngo, lead of Project tHrIVe. Despite the impact the program bears on its EPs, the program is not without its limitations. “We often encounter logistical problems, and coordinating with various organizations can be difficult,” says Nicole. Moreover, the project head admits there is a need to be more stringent with the attendance of EPs. “Most of the EPs are traveling to the Philippines for the very first time and would also like to travel around the country. We do have to remind them that they come here first and foremost for the project, and sightseeing can come second.” A more obvious limitation would be the very nature of AIESEC itself as an the international exchange program –  the EPs who participate in Project tHrIVe are foreigners.

“This is why I’m thinking of proposing an on-the-job training program with our school partners,” says Earl. As the urgency to safeguard the youth from HIV/AIDS increases, there is a need to continually improve awareness programs starting from the basic HIV101 module. A group of researchers led by Dr. Emmanuel Baja at the University of the Philippines-Manila under the Newton Fund Program of the government of the United Kingdom are investigating the development of a virtual reality gaming application with HIV/AIDS and other STIs as its theme with the aim of promoting awareness of HIV/AIDS and testing in the Philippines 18 . The example given by this initiative as well as Ateneo-AIESEC’s Project tHrIVe highlight three levels of learning – conceptual, social, and personal. Moreover, the ever changing face of the epidemic requires a vigilance from advocates conducting awareness campaigns and constant innovation to ensure that the programs instill awareness and knowledge more effectively, and more members of vulnerable sectors are reached.

Text by Kris Tangco Photos courtesy of Project tHrIVe

HIVisions’ A Youth in Crisis will continue with more stories of noteworthy efforts from LoveYourself’s partners from the academe in its advocacy of HIV/AIDS awareness, testing, and prevention.

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Essay on Health Awareness

Students are often asked to write an essay on Health Awareness in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Health Awareness

Understanding health awareness.

Health awareness is about knowing and understanding health issues. It’s like learning about different diseases, their causes, and how to avoid them. Health awareness helps us make better choices for a healthier life.

Importance of Health Awareness

Health awareness is important because it can save lives. It helps us know what’s good and bad for our health. With this knowledge, we can avoid harmful habits like smoking and eating junk food, and adopt healthy habits like exercising and eating balanced meals.

Health Awareness and Disease Prevention

Health awareness helps in preventing diseases. It tells us about vaccines and regular check-ups that help catch diseases early. Also, it teaches us about hygiene practices like washing hands to prevent disease spread.

Role of Schools in Health Awareness

Schools play a big role in health awareness. They teach students about nutrition, physical education, and hygiene. Schools also organize health camps and invite doctors to talk about different health topics.

Health awareness is a key to a healthy life. It helps us make wise choices, prevent diseases, and lead a happy, healthy life. So, let’s all be aware and spread health awareness for a healthier community.

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• Speech on Health Awareness

250 Words Essay on Health Awareness

What is health awareness.

Health awareness is about knowing and understanding health issues. It helps us make the right choices for our health. It is about learning how to stay fit, eat right, and take care of our bodies.

Why is Health Awareness Important?

Being aware of health is important for many reasons. It helps us live longer and better lives. When we know about health issues, we can prevent them. For example, knowing that smoking is bad for our lungs can stop us from starting to smoke.

How Can We Improve Health Awareness?

There are many ways to improve health awareness. We can read books, watch videos, or talk to doctors. Schools can also help by teaching students about health. Parents can set a good example by eating healthy food and exercising regularly.

Role of Media in Health Awareness

Media plays a big role in health awareness. TV shows, news, and social media can spread information about health. They can tell us about new research or health risks. But, we must be careful to check if the information is correct. Not all information on the internet is true.

In conclusion, health awareness is very important. It helps us make good choices for our health. We can improve health awareness by learning and sharing information. Let’s all try to be more aware of our health.

500 Words Essay on Health Awareness

Health awareness is knowing about the state of your body, how to keep it healthy, and what can harm it. It is like a guide to help you live a healthy life. It tells you about good habits like eating right, exercising, and getting enough sleep. It also warns you about bad things like smoking, drinking too much alcohol, or not getting enough exercise.

Health awareness is very important for everyone. It helps you stay healthy and avoid diseases. If you are aware of your health, you can take steps to prevent illness. For example, if you know that eating too much sugar can lead to diabetes, you can choose to eat less sugar. This can help you avoid getting diabetes in the future.

Health awareness also helps you know what to do if you get sick. If you are aware of the symptoms of a disease, you can recognize them early and get treatment. This can help you recover faster and prevent the disease from getting worse.

Ways to Increase Health Awareness

There are many ways to increase health awareness. One way is to learn about health from reliable sources. You can read books, watch videos, or talk to health professionals like doctors and nurses. You can also learn about health in school or at health awareness events.

Another way to increase health awareness is to practice healthy habits. This means eating a balanced diet, exercising regularly, getting enough sleep, and avoiding harmful substances like tobacco and alcohol. By doing these things, you can improve your health and learn more about how your body works.

Schools play a big role in health awareness. They teach students about health in science and physical education classes. They also provide healthy meals and opportunities for physical activity. Some schools even have health clinics where students can get check-ups and treatment.

Schools also organize health awareness events. These events can include health fairs, where students can learn about different health topics and get free health screenings. They can also include campaigns to promote healthy habits, like eating fruits and vegetables or walking to school.

In conclusion, health awareness is very important. It helps us stay healthy and avoid diseases. We can increase our health awareness by learning about health and practicing healthy habits. Schools play a big role in health awareness by teaching students about health and organizing health awareness events. By being aware of our health, we can live healthier, happier lives.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Health Promotion On Diabetes
• Essay on Health Promotion On Alcohol
• Essay on Healthcare Affordability

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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