![]() ![]() 11 (4.3%) said that living with an HIV-infected child made them feel different because of stigma, playing caregiver roles, fear of contracting HIV, and feeling sad. 223 (86.4%) had lived together with the HIV-infected children for longer than 5 years. ![]() 153 (59.3%) were siblings of the HIV-infected children, 79 (30.6%) were cousins and 26 (10%) were related in other ways. Of the 258 HIV affected children, 251 (97.3%) were attending school 206 (79.8%) and 52 (20.2%) had been fully or partially disclosed to respectively. While older teachers were perceived as ‘parents’, young male teachers were seen as having a hidden ‘sex agenda’. Notably, pupils received different and conflicting messages on similar topics depending on the teacher's religious background. Refugee boys produced culturally and linguistically diverse resource materials that were easily understood across the cultural groups while portraying males as innocent victims and females as potentially responsible for the spread of HIV. While boys seemed vocal, uncontrolled and eager to discuss sex and condoms, girls preferred discussing love and care of people living with HIV/AIDS. Gender influenced perceptions of pupils on HIV/AIDS education content and pedagogy. Christian Sudanese and Turkana boys and girls interacted more freely, hence learnt better. Unlike the Christian Turkana and Ugandan girls who seemed open and outgoing in HIV/AIDS education activities, Somali and Ethiopian Muslim girls remained quiet, reserved and shy as a way of showing respect to the male, a behaviour that jeopardised HIV/AIDS education. Cultural and religious tendencies of same gender clustering denied Muslim Somali pupils an opportunity to work together as partners in addressing pertinent and effective strategies in HIV/AIDS education. ![]()
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