BACKGROUND The globally recognized socio-economic benefits of education have stirred many countries in Sub-Saharan Africa like Uganda to promote universal access to schooling by removing fiscal barricades for those in primary and secondary schools. However, the proportion of Youth Living With HIV/AIDS (YLWHA) missing school, studying with difficulties and dropping out of school in Uganda has been observed to be higher than that of other youth. This study aimed at understanding the barriers and facilitators for YLWHA in Uganda to attend school. METHODS We conducted a qualitative inquiry with 35 purposively selected YLWHA aged 12 to 19 years, including 16 females at three accredited Antiretroviral Therapy (ART) treatment centres in Kabarole district in Western Uganda. Individual semi-structured interviews were tape-recorded, transcribed verbatim and subjected to thematic inductive analysis. RESULTS We identified five main themes in which barriers to attend school were reported and four main themes in which facilitators were reported by participants. The main themes for barriers were: 1) management of ART and illnesses, 2) fear, negative thoughts and self-devaluation, 3) lack of meaningful and supportive relationships, 4) reactionary attitudes and behaviours from others at school, 5) financial challenges. The main themes for facilitators were: 1) practical support at school, home and community, 2) counselling, encouragement and spirituality, 3) individual coping strategies, 4) hopes, dreams and opportunities for the future. CONCLUSION Most of the barriers reported arose from HIV-related stigma and financial challenges whose genesis transcends school boundaries. While YLWHA reported measures to cope, and support from other people, these were non-sustainable and on a limited scale due to disclosure apprehension at school and the indiscretion of those who learnt about their status. To promote supportive school environments for YLWHA, integrated curricular and extracurricular interventions are necessary to increase HIV knowledge, dispel misconceptions about HIV and consequently transform the school community from a stigmatizing one to a supportive one.

中文翻译：

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乌干达西部感染艾滋病毒的青年在上学方面的经验和看法：障碍和促进者。

背景技术全球认可的教育社会经济效益已经引起了撒哈拉以南非洲许多国家（例如乌干达）的关注，以通过取消中小学的财政障碍来促进普及教育。但是，据观察，乌干达缺少艾滋病毒/艾滋病的青年（YLWHA）失学，学习困难和辍学的比例要高于其他青年。这项研究旨在了解乌干达YLWHA上学的障碍和促进者。方法我们对乌干达西部Kabarole地区三个经认可的抗逆转录病毒疗法（ART）治疗中心的35名12至19岁的YLWHA进行了定性调查，包括16名女性。录制了各个半结构化访谈，逐字记录并进行主题归纳分析。结果我们确定了报告入学障碍的五个主要主题和参与者报告了促进者的四个主要主题。障碍的主要主题是：1）ART和疾病的管理； 2）恐惧，消极的想法和自我贬值； 3）缺乏有意义和支持性的关系； 4）学校其他人的反应态度和行为； 5）财务挑战。促进者的主要主题是：1）在学校，家庭和社区中的实际支持； 2）咨询，鼓励和灵性； 3）个人应对策略； 4）未来的希望，梦想和机遇。结论报道的大多数障碍源于与艾滋病相关的污名和经济挑战，其起源超越了学校的界限。虽然YLWHA报告了应对措施和其他人的支持，但由于在学校对公开信息的担心以及对自己身份的了解者的轻描淡写，这些措施是不可持续的，而且规模有限。为了促进YLWHA的支持性学校环境，必须采取综合性的课程和课外干预措施，以增加对HIV的了解，消除对HIV的误解，从而使学校社区从被污名化的社区转变为支持性社区。