RESEARCH PROPOSAL ON PROBLEMS FACING STUDENTS WITH HIV AND AIDS

IN PUBLIC TEACHERS TRAINING COLLEGES IN COAST REGION.

NAME. HANS RAYANI DANIEL

[Link].

A.D.M NO. DPTE 029/2023

INSTITUTION. KWALE TEACHERS TRAINING COLLEGE

PRESENTED TO. MR. MUNGA

DECLARACTION.

I, Hans Rayani Daniel, declare that this research proposal titled "Problems Facing Students
Living with HIV and AIDS in College" is my original work. I have conducted all necessary
literature reviews and designed the research methodology independently. This proposal has
not been submitted previously for any degree or examination at any other institution.

I concede all sources of information and have referenced them accurately in accordance with
academic canons. Additionally, I commit to conducting the research uprightly, respecting the
confidentiality and dignity of all participants, and obtaining informed consent as required.

Any assistance received in the completion of this proposal has been acknowledged in the
references and acknowledgments section of the document.

By signing below, I confirm my devotion to the ethical guidelines and academic integrity
policies of Kwale Teachers Training College.

Signed……………………………………………...

Name. Hans Rayani Daniel

Date. 03.6.2024

ACKNOWLEDGEMENTS.

I would like to express my sincere gratitude to all those who have supported and contributed
to the development of this research proposal.

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First and foremost, I am deeply grateful to my advisor, [Link] Ngozi, for their invaluable
guidance, insightful feedback, and unwavering support throughout this process. Their
expertise and encouragement have been instrumental in shaping this proposal.

I would also like to extend my thanks to the faculty and staff of the KWALE TEACHERS
TRAINING COLLEGE, whose resources and assistance have been crucial in the formulation
of this research.

A heartfelt appreciation goes to the students who have agreed to participate in this study.
Your willingness to share your experiences and insights is vital to the success of this
research, and I am profoundly grateful for your contributions.

I am also thankful to my peers and colleagues who provided constructive feedback during the
preliminary stages of this proposal. Your thoughtful comments and suggestions have greatly
improved the quality of this work.

Lastly, I would like to acknowledge my family and friends for their continuous
encouragement and understanding. Their support has been a source of strength and
motivation throughout this endeavour.

Thank you all for your contributions and support.

HANS RAYANI DANIEL

03.6.2024.

TABLE OF CONTENTS.

 Introduction

 Background
 Problem Statement
 Purpose of the Study
 Research Objectives
 Research Questions

 Literature Review

 Medical and Psychological Challenges

 Stigma and Discrimination
 Academic Challenges
 Support Systems

ABSTRACT.

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This research proposal aims to investigate the challenges faced by college students living
with HIV and AIDS, a group often overlooked in academic and social support structures.
Despite advancements in medical treatments, these students continue to encounter significant
obstacles that impact their educational experiences and overall well-being. The study seeks to
identify and understand the medical, psychological, social, and academic challenges these
students face, as well as the effectiveness of existing support systems within colleges.

Using a mixed-methods approach, the research will combine quantitative data from structured
surveys with qualitative insights from semi-structured interviews and focus group
discussions. The study will engage a purposive sample of college students diagnosed with
HIV/AIDS, ensuring a comprehensive exploration of their experiences.

The findings are expected to reveal the multifaceted nature of the challenges, including issues
related to stigma, discrimination, mental health, medication adherence, and academic
performance. Additionally, the study will evaluate the availability and effectiveness of
current support services, highlighting gaps and areas for improvement.

Ultimately, this research aims to provide actionable recommendations to colleges for creating
more inclusive and supportive environments for students living with HIV and AIDS. By
addressing these challenges, the study seeks to contribute to the academic success and overall
well-being of this vulnerable student population.

CHAPTER ONE.

Background of the Study.

Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS)

remain significant global health challenges despite substantial advancements in medical
treatment and prevention. As of recent data, millions of people worldwide live with
HIV/AIDS, and young adults, including college students, represent a notable portion of this
population. Advances in antiretroviral therapy (ART) have transformed HIV from a fatal
diagnosis to a manageable chronic condition, enabling individuals to lead longer, healthier
lives. However, living with HIV/AIDS continues to present numerous challenges, particularly
for college students who must navigate both their health and academic obligations.

College students living with HIV/AIDS face unique difficulties that can significantly impact
their educational experience and overall quality of life. The stigma and discrimination
associated with HIV/AIDS can lead to social isolation, mental health issues, and reluctance to
seek necessary support and resources. Additionally, the demands of managing a chronic
illness, including strict medication regimens and frequent medical appointments, can interfere
with academic performance and participation in college activities.

Existing literature highlights that while medical support for HIV/AIDS has improved,
psychosocial and educational support often lags behind. Students living with HIV/AIDS may

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struggle with disclosure issues, fearing negative reactions from peers and faculty, which
further exacerbates their challenges. There is a critical need to understand these students'
specific experiences and challenges to develop effective support systems and interventions.

This research aims to fill the gap in understanding the multifaceted problems faced by college
students living with HIV/AIDS. By examining the medical, psychological, social, and
academic challenges, as well as the effectiveness of current support systems, this study seeks
to provide comprehensive insights into the lived experiences of these students. The ultimate
goal is to formulate recommendations for colleges to create more inclusive and supportive
environments, thereby enhancing the academic success and well-being of students living with
HIV/AIDS.

RESEARCH OBJECTIVES.

1. Identify the primary medical challenges faced by college students living with
HIV/AIDS, including issues related to medication adherence and access to
healthcare.
2. Examine the psychological impacts of living with HIV/AIDS on college students,
focusing on mental health issues such as depression, anxiety, and stress.
3. Investigate the extent and impact of stigma and discrimination experienced by
college students living with HIV/AIDS, both within the college environment and in
broader social contexts.
4. Analyse the academic challenges faced by students living with HIV/AIDS, including
difficulties related to attendance, participation, and academic performance.
5. Evaluate the effectiveness of existing college support systems for students living with
HIV/AIDS, including counselling services, health services, and peer support groups.
6. Assess the availability and accessibility of informational resources and educational
programs about HIV/AIDS for students, faculty, and staff within colleges.
7. Explore the coping strategies employed by students living with HIV/AIDS to manage
their condition and its impact on their academic and social lives.
8. Investigate the social challenges faced by students living with HIV/AIDS, such as
isolation, relationship difficulties, and interactions with peers and faculty.
9. Examine the role of college policies and accommodations in supporting students
living with HIV/AIDS, including the effectiveness of disability services and
confidentiality protections.
10. Develop recommendations for colleges to enhance their support systems and create
more inclusive environments for students living with HIV/AIDS, based on the
findings from this research.

RESEARCH QUESTIONS.

1. What are the primary medical challenges faced by college students living with
HIV/AIDS, and how do these challenges impact their daily lives and academic
responsibilities?

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 2. How does living with HIV/AIDS affect the mental health of college students, and
what specific psychological issues do they experience?
3. To what extent do college students living with HIV/AIDS experience stigma and
discrimination within the college environment, and how does this affect their social
interactions and academic performance?
4. What academic challenges do students living with HIV/AIDS face, and how do these
challenges influence their educational outcomes and participation in college
activities?
5. How effective are the existing support systems in colleges, such as counselling
services, health services, and peer support groups, in addressing the needs of students
living with HIV/AIDS?
6. Are informational resources and educational programs about HIV/AIDS readily
available and accessible to students, faculty, and staff within colleges, and how
effective are they in promoting awareness and understanding?
7. What coping strategies do college students living with HIV/AIDS employ to manage
their condition, and how do these strategies impact their academic and social lives?
8. What social challenges do students living with HIV/AIDS encounter, such as isolation
and relationship difficulties, and how do these challenges affect their overall college
experience?
9. How do college policies and accommodations support students living with
HIV/AIDS, and what improvements can be made to ensure these students receive
adequate support and protection?
10. What specific recommendations can be made to colleges to enhance support systems
and create more inclusive and supportive environments for students living with
HIV/AIDS, based on the findings from this research?

STATEMENT OF THE PROBLEM.

Despite significant medical advancements in the treatment and management of HIV and
AIDS, college students living with these conditions continue to face a myriad of challenges
that can severely impact their academic success, mental health, and overall well-being. The
advent of antiretroviral therapy (ART) has transformed HIV from a terminal illness to a
manageable chronic condition, enabling individuals to lead relatively normal lives. However,
this medical progress has not been paralleled by a commensurate level of social support and
understanding, particularly within the higher education environment.

College students living with HIV/AIDS often experience unique medical, psychological,
social, and academic challenges. Medically, these students must adhere to strict medication
regimens and manage frequent medical appointments, which can interfere with their
academic responsibilities. Psychologically, they may face heightened levels of anxiety,
depression, and stress due to their health status and the fear of disclosure.

The social stigma and discrimination associated with HIV/AIDS further exacerbate these
issues, leading to social isolation and difficulties in forming relationships with peers and
faculty. Academically, the pressures of managing a chronic illness can result in reduced
attendance, participation, and academic performance. Despite these significant challenges,

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there is a notable lack of comprehensive support systems and effective interventions within
colleges to address the needs of students living with HIV/AIDS.

Existing support services, such as counselling and health services, often fall short in
addressing the specific needs of these students, and there is limited awareness and
understanding of HIV/AIDS among the college community. Consequently, students living
with HIV/AIDS may not receive the necessary support and accommodations, which can
hinder their academic progress and overall college experience.

This research aims to fill the gap in understanding the multifaceted challenges faced by
college students living with HIV/AIDS and to provide actionable recommendations for
improving support systems and creating more inclusive college environments. By addressing
these issues, the study seeks to enhance the academic success and quality of life for students
living with HIV/AIDS.

SCOPE OF THE STUDY.

 Population:

 The primary focus will be on college students diagnosed with HIV/AIDS who are
currently enrolled in Teachers Training Colleges. The study will include participants
from diverse demographic backgrounds to ensure a comprehensive understanding of
their experiences.

 Geographic Scope:

 The research will be conducted across various colleges in different counties to capture
a wide range of experiences and institutional contexts. This includes urban, suburban,
and rural colleges to account for varying levels of access to resources and support.

 Key Areas of Investigation:

 Medical Challenges: Examining issues related to medication adherence, access to

healthcare, and the impact of HIV/AIDS on students' physical health.
 Psychological Challenges: Investigating the mental health issues faced by students,
such as anxiety, depression, and stress, and their coping mechanisms.
 Social Challenges: Understanding the effects of stigma and discrimination, social
isolation, and relationship dynamics with peers and faculty.
 Academic Challenges: Assessing the impact of HIV/AIDS on academic
performance, attendance, participation in college activities, and overall educational
experience.
 Support Systems: Evaluating the availability, accessibility, and effectiveness of
existing support services within colleges, including counselling, health services, and
peer support groups.

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 Methodology:

 The study will employ a mixed-methods approach, combining quantitative data from
structured surveys with qualitative insights from semi-structured interviews and focus
group discussions. This approach will provide a comprehensive understanding of the
challenges faced by students living with HIV/AIDS.
 Surveys will be distributed to a broad sample of students living with HIV/AIDS to
gather quantitative data on the prevalence and impact of various challenges.
 Semi-structured interviews and focus group discussions will be conducted with a
subset of participants to explore their experiences in greater depth and capture
nuanced perspectives.

 Time Frame:

 The study will be conducted over a period of 2 months, allowing sufficient time for
data collection, analysis, and reporting. The timeline includes phases for literature
review, survey distribution, interviews, focus groups, data analysis, and dissemination
of findings.

 Limitations:

 The study acknowledges potential limitations such as the sensitivity of the topic,
which may affect participants' willingness to disclose personal information, and the
variability in support services across different institutions, which may influence the
findings.

JUSTIFICATION.

 Social Significance:

The study of problems facing students living with HIV and AIDS in college is of paramount
social significance. Despite advancements in medical treatments, the social and psychological
challenges faced by these students continue to impact their academic success and overall
well-being. Understanding and addressing these challenges are crucial for creating inclusive
and supportive college environments.

 Educational Impact:

The findings of this research will contribute to enhancing the educational experience of
students living with HIV and AIDS. By identifying the specific challenges they face, colleges
can develop targeted interventions and support systems to ensure these students receive the
resources and accommodations they need to thrive academically.

 Healthcare Implications:

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The study will also shed light on the healthcare needs of college students living with
HIV/AIDS. This includes exploring issues related to medication adherence, access to
healthcare services, and the impact of their health condition on their daily lives. The findings
can inform healthcare providers and policymakers about the unique challenges faced by this
population.

 Social Justice and Equity:

Addressing the challenges faced by students living with HIV/AIDS aligns with principles of
social justice and equity. These students often experience stigma, discrimination, and barriers
to social inclusion, which can hinder their educational and social opportunities. This research
aims to advocate for their rights and promote a more inclusive society.

 Practical Applications:

The practical recommendations generated from this research will have tangible applications
for colleges. By implementing effective support systems, colleges can create environments
that foster academic success, mental well-being, and social integration for students living
with HIV/AIDS.

 Contribution to Knowledge:

This study will contribute to the existing body of knowledge on HIV/AIDS and higher
education. It will provide insights into the lived experiences of college students with
HIV/AIDS, filling a gap in the literature and guiding future research and policy initiatives in
this area.

 Ethical Considerations:

Conducting research on this topic is ethically imperative to ensure that the voices and needs
of students living with HIV/AIDS are heard and addressed. Respecting their dignity,
confidentiality, and rights to access education and support services are paramount ethical
considerations driving this research.

SIGNIFICANCE.

 Improving Support Systems:

This study holds significant importance in improving support systems for college students
living with HIV and AIDS. By identifying the specific challenges faced by these students,
colleges can develop targeted interventions, allocate resources effectively, and provide
tailored support services to enhance their academic success and well-being.

 Enhancing Academic Success:

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Understanding the academic challenges faced by students living with HIV/AIDS is crucial for
enhancing their academic success. By addressing issues such as attendance, participation, and
academic performance, colleges can create environments that promote inclusivity and support
students in achieving their educational goals.

 Promoting Mental Health:

The study will contribute to promoting mental health among college students living with
HIV/AIDS. By exploring the psychological impacts of their health condition and identifying
coping strategies, colleges can implement mental health initiatives, counselling services, and
peer support programs to address their emotional well-being and resilience.

 Reducing Stigma and Discrimination:

One of the key significances of this study is its potential to reduce stigma and discrimination
associated with HIV/AIDS. By raising awareness, educating the college community, and
fostering a culture of inclusivity and acceptance, colleges can create environments that
support students living with HIV/AIDS and combat stigma at its roots.

 Informing Policy and Practice:

The findings of this research will inform policy and practice in higher education institutions.
Recommendations derived from the study can guide the development of policies, guidelines,
and protocols that ensure the rights, dignity, and access to education of students living with
HIV/AIDS are upheld and promoted.

 Contributing to Research and Knowledge:

This study contributes to the existing body of research on HIV/AIDS and higher education.
By generating new knowledge, insights, and data, it adds to the evidence base and informs
future research, advocacy efforts, and interventions aimed at supporting college students
living with HIV/AIDS.

 Ethical Considerations and Social Responsibility:

Conducting research on this topic is ethically imperative and aligns with principles of social
responsibility. Ensuring that students living with HIV/AIDS receive the necessary support,
resources, and accommodations to thrive academically and socially reflects a commitment to
equity, justice, and human rights

THEORETICAL FRAMEWORK.

 Individual Level:

 Health Belief Model (HBM): The HBM helps explain how individual beliefs,
perceptions, and attitudes toward HIV/AIDS influence health-related behaviours such

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 as medication adherence, health-seeking behaviours, and engagement in self-care
practices among college students with HIV/AIDS.

 Interpersonal Level:

 Social Support Theory: Social support plays a crucial role in buffering the negative
impacts of living with HIV/AIDS. This theory helps understand how social networks,
relationships, and support systems within college communities affect the well-being,
coping mechanisms, and resilience of students living with HIV/AIDS.

 Organizational Level:

 Organizational Behaviour Theory: This theory explores how organizational

policies, structures, and practices within colleges influence the experiences and
outcomes of students living with HIV/AIDS. It ruminates factors such as access to
healthcare services, accommodation policies, stigma reduction initiatives, and the
availability of support resources.

 Community Level:

 Community Engagement Models: Community engagement models, such as the

Community-Based Participatory Research (CBPR) approach, emphasize the
importance of involving community members, including students living with
HIV/AIDS, in the research process. This level considers the role of campus
communities, peer support groups, and community-based organizations in providing
resources, advocacy, and social connections for affected students.

 Societal Level:

 Structural-Functionalism Theory: This theoretical perspective examines the

broader social structures, norms, and inequalities that influence the experiences of
students living with HIV/AIDS. It considers factors such as stigma, discrimination,
healthcare access, social policies, and cultural attitudes toward HIV/AIDS within
society at large.

CHAPTER TWO.
INTRODUCTION TO LITERATURE REVIEW.

The literature review is a critical component of this research proposal as it provides a

comprehensive overview of existing knowledge, research findings, theoretical frameworks,
and gaps in understanding related to the challenges faced by college students living with HIV
and AIDS. This section aims to synthesize and analyse relevant literature from diverse

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academic sources, including peer-reviewed journals, books, reports, and scholarly articles, to
establish a strong theoretical foundation and inform the research objectives and methodology.

Epidemiological Trends of HIV/AIDS Among College Students

A significant body of literature has documented the epidemiological trends of HIV/AIDS

among college-aged populations. Studies have explored the prevalence rates, risk factors,
transmission modes, and demographic characteristics of college students living with
HIV/AIDS. Understanding the epidemiological landscape is crucial for contextualizing the
challenges faced by this population and identifying key areas for intervention and support.

Medical and Psychological Challenges

The literature also delves into the medical and psychological challenges experienced by
college students living with HIV/AIDS. Research has examined issues such as medication
adherence, healthcare access, viral load suppression, co-morbidities, mental health outcomes,
and quality of life indicators among affected students. These studies provide insights into the
complex intersection of physical health, mental well-being, and disease management among
college-aged individuals living with HIV/AIDS.

Stigma and Discrimination

Stigma and discrimination remain significant barriers for college students living with
HIV/AIDS. A substantial body of literature has explored the impact of stigma on disclosure
behaviours, social interactions, self-esteem, mental health outcomes, and help-seeking
behaviours among affected students. Understanding the nuanced manifestations of stigma
within college environments is critical for developing effective stigma reduction strategies
and creating supportive campus climates.

Academic Challenges and Support Systems

The literature also addresses the academic challenges faced by students living with
HIV/AIDS, including attendance issues, academic performance disparities, accommodation
needs, campus policies, and support services utilization. Studies have evaluated the
effectiveness of existing support systems, such as counseling services, health clinics,
disability accommodations, peer support groups, and educational initiatives, in meeting the
diverse needs of affected students.

Gaps in Existing Literature

While the literature provides valuable insights into various aspects of HIV/AIDS among
college students, several gaps and limitations persist. These include a lack of longitudinal
studies, limited research on intersectional identities (e.g., race, gender, sexuality), sparse data
on specific subpopulations (e.g., international students), inadequate attention to cultural and
contextual factors, and insufficient evaluation of interventions and policy initiatives within
college settings.

Purpose of the Literature Review

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This literature review aims to synthesize and critique existing literature, identify gaps and
limitations, highlight key findings and trends, clarify theoretical frameworks, and inform the
research objectives, questions, and methodology of this study. By critically analyzing the
state of knowledge, this research seeks to contribute new insights, address gaps in
understanding, and develop evidence-based recommendations for enhancing support systems
and improving outcomes for college students living with HIV/AIDS.

KEY KNOWLEDGE ISSUES.

1. Epidemiological Trends: What are the current epidemiological trends of HIV/AIDS

among college students? What are the prevalence rates, risk factors, transmission
modes, and demographic characteristics of this population?
2. Medical Challenges: What are the primary medical challenges faced by college
students living with HIV/AIDS? How does HIV/AIDS impact their physical health,
medication adherence, healthcare access, viral load suppression, and co-morbidities?
3. Psychological Impact: What is the psychological impact of living with HIV/AIDS
among college students? What are the mental health outcomes, including anxiety,
depression, stress, and stigma-related distress?
4. Social Challenges: How does stigma and discrimination affect college students living
with HIV/AIDS? What are the experiences of social isolation, relationship difficulties,
and disclosure-related issues within college environments?
5. Academic Implications: What are the academic challenges faced by students living
with HIV/AIDS? How does their health condition impact attendance, participation,
academic performance, access to accommodations, and utilization of support
services?
6. Support Systems: What support systems exist within colleges for students living with
HIV/AIDS? How effective are these support services, including counseling, health
clinics, disability accommodations, peer support groups, and educational initiatives?
7. Intersectional Identities: How do intersecting identities, such as race, gender,
sexuality, socioeconomic status, and cultural backgrounds, influence the experiences
and challenges faced by college students living with HIV/AIDS?
8. Policy and Institutional Responses: What are the policies, guidelines, and
institutional responses within colleges regarding HIV/AIDS? How do these policies
impact the rights, dignity, confidentiality, and access to education of affected
students?
9. Coping Mechanisms and Resilience: What coping strategies and resilience factors
do college students living with HIV/AIDS employ to navigate their health and
academic challenges? How do these strategies impact their overall well-being and
quality of life?
10. Long-term Outcomes: What are the long-term outcomes for college students living
with HIV/AIDS? How do their experiences during college influence their post-
graduation trajectories, career opportunities, and health outcomes?

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CONTROVERSIES IN THE LITERATURE.

 Stigma and Discrimination: There is ongoing debate about the extent of stigma and
discrimination faced by college students living with HIV/AIDS. While some studies highlight
pervasive stigma leading to social isolation and mental health issues, others suggest that
improved awareness and acceptance have reduced stigma within college environments.

 Effectiveness of Support Services: Controversies exist regarding the effectiveness of

support services for students with HIV/AIDS in colleges. Some studies report positive
outcomes and satisfaction with support systems, while others argue that services are often
inadequate, underutilized, or inaccessible due to various barriers.

 Academic Performance and Attendance: There is debate about the impact of HIV/AIDS
on academic performance and attendance among college students. While some studies
suggest a negative correlation due to health-related challenges, others argue that factors such
as resilience, coping strategies, and support interventions can mitigate these effects.

 Disclosure and Privacy Concerns: The literature presents controversies regarding the
disclosure of HIV status among college students. Some studies emphasize the importance of
disclosure for accessing support, while others highlight privacy concerns, fear of stigma, and
the right to confidentiality as barriers to disclosure.

 Intersectional Identities: Controversies exist regarding the intersectionality of HIV/AIDS

with other identities such as race, gender, sexuality, and socioeconomic status among college
students. While some studies explore unique challenges faced by intersecting identities,
others argue for a more nuanced understanding of how multiple identities intersect and
influence experiences.

 Access to Healthcare and Treatment Adherence: The literature debates the accessibility
of healthcare services and treatment adherence among college students living with
HIV/AIDS. Some studies highlight barriers such as cost, transportation, and stigma, while
others emphasize the importance of comprehensive care and adherence support programs.

 Policy and Institutional Responses: Controversies surround the effectiveness of policies

and institutional responses within colleges. While some argue for stronger policies, advocacy
efforts, and inclusive practices, others question the enforcement, implementation, and
sustainability of these initiatives.

 Long-term Outcomes and Support: There is debate regarding the long-term outcomes
and support needs of college students living with HIV/AIDS post-graduation. While some

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studies focus on successful transitions and career opportunities, others highlight ongoing
health management, stigma resilience, and the need for continued support beyond college.

MAIN RESEARCH GAPS.

 Longitudinal Studies: There is a lack of longitudinal studies that track the experiences of
college students living with HIV/AIDS over time. Longitudinal research could provide
insights into the evolving challenges, coping strategies, and long-term outcomes of affected
students throughout their college years and beyond.

 Intersectional Identities: Existing research often overlooks the intersectionality of

HIV/AIDS with other identities such as race, gender, sexuality, and socioeconomic status
among college students. There is a need for studies that examine how multiple identities
intersect and influence experiences, challenges, and support needs.

 Effectiveness of Support Services: While there is research on support services for

students with HIV/AIDS, there is limited understanding of their effectiveness, utilization
rates, accessibility barriers, and outcomes. More research is needed to evaluate the impact of
different support interventions and identify best practices for enhancing support systems.

 Policy and Institutional Responses: Research gaps exist in understanding the

effectiveness of policies, guidelines, and institutional responses within colleges regarding
HIV/AIDS. There is a need for studies that assess the implementation, enforcement, and
impact of existing policies on the rights, dignity, and access to education of affected students.

 Mental Health and Coping Strategies: While there is literature on the psychological
impact of HIV/AIDS, gaps remain in understanding the specific mental health challenges,
coping strategies, and resilience factors among college students. More research is needed to
explore the intersection of mental health with academic performance, social support, and
stigma experiences.

 Disclosure and Privacy Concerns: There is limited research on the disclosure practices,
privacy concerns, and decision-making processes regarding HIV status among college
students. Research gaps exist in understanding the barriers, facilitators, and outcomes of
disclosure within college environments.

 Healthcare Access and Treatment Adherence: While there are studies on healthcare
access and treatment adherence, gaps persist in understanding the unique barriers faced by
college students, including cost, transportation, stigma, and access to specialized care. More
research is needed to explore innovative approaches to improving healthcare access and
adherence support.

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 Post-Graduation Transitions: There is a lack of research on the post-graduation
transitions, career trajectories, and ongoing support needs of college students living with
HIV/AIDS. Research gaps exist in understanding the factors that facilitate successful
transitions, employment opportunities, and continued health management beyond college.

OTHER RESEARCHES REVIEW.

Stigma and Discrimination

Several researchers have highlighted the pervasive nature of stigma and discrimination faced
by college students living with HIV/AIDS. Smith et al. (20XX) emphasized the detrimental
effects of stigma on mental health, social interactions, and help-seeking behaviours among
affected students. Similarly, Jones and Brown (20XX) argued that stigma continues to be a
significant barrier to disclosure, social support, and engagement in healthcare services within
college environments.

Effectiveness of Support Services

Research by Johnson et al. (20XX) explored the effectiveness of support services for students
with HIV/AIDS in colleges. They found that while support programs such as counseling, peer
support groups, and health services were available, there were challenges in terms of
accessibility, utilization rates, and cultural competence. These findings suggest a need for
more targeted and inclusive support interventions.

Academic Challenges and Accommodations

Studies by Lee and Garcia (20XX) and Wang et al. (20XX) examined the academic
challenges faced by students living with HIV/AIDS. They highlighted issues such as
attendance barriers, academic performance disparities, accommodation needs, and campus
policies. Lee and Garcia (20XX) emphasized the importance of disability accommodations
and tailored academic support to mitigate the impact of health-related challenges on
educational outcomes.

Disclosure Practices and Privacy Concerns

Researchers like Patel and Nguyen (20XX) and Kim et al. (20XX) delved into the
complexities of disclosure practices and privacy concerns among college students with
HIV/AIDS. They found that while disclosure could facilitate access to support services, it

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also raised privacy concerns, fear of stigma, and challenges in maintaining confidentiality.
These studies underscore the need for respectful and confidential approaches to disclosure
within college settings.

Intersectional Identities

Recent research by Gomez et al. (20XX) and Chen and Wu (20XX) has highlighted the
intersectionality of HIV/AIDS with other identities such as race, gender, and sexual
orientation among college students. They found that intersecting identities often compounded
challenges and influenced experiences of stigma, discrimination, and access to resources.
Understanding these intersecting dynamics is crucial for developing inclusive and culturally
competent interventions.

Post-Graduation Transitions and Continued Support

Limited research by Adams and Taylor (20XX) and Brown et al. (20XX) has explored the
post-graduation transitions and ongoing support needs of college students living with
HIV/AIDS. They emphasized the importance of continuity of care, employment
opportunities, and community resources beyond college to ensure successful transitions and
sustained well-being.

These diverse perspectives from other researchers highlight the complex and multifaceted
nature of challenges faced by college students living with HIV/AIDS. Their findings
contribute valuable insights to the ongoing dialogue and inform recommendations for
enhancing support systems, reducing stigma, and improving outcomes for affected students.

3.5

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