Objective: Determine whether differences exists and/or the nature of differences in HIV prevention education provided to students in different education programs. Method: Representative random sample of students attending middle schools in the San Francisco Unified School District was surveyed. A self-report instrument was used to assess elements of HIV prevention education delivered, HIV-relevant knowledge, and student self-efficacy for effective communication, refusal, situation avoidance, condom negotiation, and consistent condom use. Usable surveys were collected from 1,285 middle school students (Response rate=87%). Results: Approximately 90% of all middle school students received HIV prevention education. Fewer students in special than in general education programs studied basic HIV prevention topics such as facts about the disease, transmission, and prevention. While only about a third of students reported being taught using active instructional methods, levels of use did not differ by education program. Students were equally exposed to HIV prevention supplemental activities, such as peer education and dramas. Students in special and bilingual education programs had lower HIV-relevant knowledge scores than students in the general education program. In general, students in the general education program reported greater self efficacy for HIV prevention than students in special and bilingual education programs. Conclusion: Despite the development of specialized curriculum guides and holding specific trainings, disparities existed in the classroom education for students in special and bilingual education programs. The content and instructional methods used to teach special and bilingual education students need to be improved, after addressing reasons why existing curriculum guides are not being followed.
Learning Objectives: At the conclusion of the session, the participant will be able to: 1. Identify curricular elements where differences in HIV prevention education occurred by education program. 2. Evaluate the levels of active learning used with middle school students to teach skills. 3. Identify strategies for improving the HIV prevention education of students in special and bilingual education programs.
Keywords: Health Education, School-Based Programs
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.