Creating a School/College Policy
First aid
General policy
Pastoral care policy
Equal opportunities and social inclusion policies
SRE policy
Medical needs policy
The school prospectus
Confidentiality and disclosure - an example of a good practice protocol
The role of the headteacher
The role of the designated member of staff
The role of the school nurse
Recording and storing of information
Schools may not know whether an individual child is infected or affected by HIV, but having a supportive approach to HIV can benefit all pupils and the school. An infected child is no greater health risk in an educational setting than any other child, but he or she may need additional emotional and educational support.
Compared with non-affected children they are more likely to be marginalised and fall behind with their work due to periods of ill health, hospital appointments or caring responsibilities for relatives.
An HIV-friendly school includes HIV issues throughout the various school polices ( medical needs, inclusion, bullying, SRE etc ) and documents so that HIV is considered in the same light as other medical conditions. This is preferable to schools developing a separate HIV policy that pulls these elements together.
Referring to HIV by name alongside other illnesses and disabilities in school policies will help to destigmatise it. Direct reference to HIV will ensure that all those in the school community are aware of the school’s position in wanting to support the infected or affected child.
First aid
It is not necessary for a school to know whether a pupil has HIV; universal first aid procedures and standard hygiene control measures should effectively prevent the possibility of transmission of HIV in accidents where spillage of blood is involved.
General first aid and health education for pupils in schools, as part of the curriculum, will address issues of blood-borne infection.
Ideally, as many staff as possible should be trained in basic first aid and use universal first aid practice at all times with the entire school community.
General policy
If the school has a general policy, it could include a specific statement on the impact of HIV and other chronic illnesses on the family and how the school wishes to support these pupils.
’[Name of school] acknowledges that chronic illnesses such as diabetes, HIV and hepatitis can impact on the child and their family in varying degrees, mainly on attendance, behaviour and educational attainment.
[Name of school] aims to create a supportive environment and recognises that a child living with or affected by chronic illness has the right to access education and that support will be provided to the child and their family.’
Pastoral care policy
Both affected and infected pupils may at times in their school career have pastoral care needs; and these can only be met if the school is informed. A general statement that highlights confidentiality can encourage disclosure.
’[Name of school] acknowledges that if a family discloses any information about illness or disability affecting the child or members of his/her family, any sharing of that information will be done on a need-to-know basis and only with the consent of the pupil and/or parent, unless there is a child protection issue.’
Equal opportunities and social inclusion policies
These policies could acknowledge the stigma and discrimination that surrounds HIV and state that the school actively promotes awareness and inclusion, and provides support to children infected and affected by the virus.
SRE policy
DfES Sex and Relationship Education (SRE) Guidance requires that pupils: clarify their knowledge of HIV, AIDS and sexually transmitted infections; are taught assertiveness skills for negotiating relationships; and are enabled to become effective users of services that help prevent and treat sexually transmitted infections and HIV.
Schools should also promote a climate that counters stigma, discrimination and social isolation.
Medical needs policy
Schools should have policies in place for managing medicines in schools and supporting children who have medical needs, including issues of confidentiality. It is important that pupils living with HIV are included as children with medical needs; and that this is reflected in the wording of the document.
The school prospectus
To encourage disclosure, parents need to be reassured about the ethos of the school and feel in control of information sharing and confidentiality.
Schools have a responsibility to tackle prejudice and discrimination and, by openly promoting HIV acceptance, will offer an alternative perspective on an illness that is often portrayed negatively.
To promote acceptance and support for infected and affected pupils, it would be helpful if the school prospectus and mission statement includes a statement on supporting pupils with medical needs.
’[Name of school] will seek to support, as far as is practical, any child that has a medical or health condition to ensure his or her health and safety, welfare and inclusion in school life.’
Additionally the prospectus could state:
’[Name of school] aims to meet the needs of all pupils, regardless of medical need, illness or disability, and we will not tolerate discrimination and bullying. We promote a whole-school approach to tackling the stigma and discrimination faced by people living with HIV.’
Where particular illnesses or disabilities are listed, be sure that HIV is included. For example:
’A child with medical needs, which includes allergic reactions, anaphylaxis, asthma, diabetes, epilepsy, hepatitis and HIV...’
There could be a statement that specifically identifies a member of staff (such as the headteacher or a senior manager) as someone with whom parents can confidentially discuss medical issues or conditions.
’[Name of school] respects a pupil’s right to confidentiality in relation to medical information. If you have any concerns relating to a medical issue or condition, please arrange a meeting with the headteacher. All discussions of this nature will be strictly confidential and taken no further without the consent and involvement of the parent and, where appropriate, the pupil.’
Confidentiality and disclosure - an example of a good practice protocol
- It is important to establish the protocol before an HIV disclosure
- Agree individuals’ roles and the need to uphold confidentiality
- Establish who actually ’needs to know’ within the school community
- The headteacher and staff should treat this medical information confidentially
- The headteacher should agree with the parent and pupil (where appropriate) who else should have access to records and other information
- It is paramount that all staff discuss and are aware of the procedures for HIV disclosure before it happens
- This is an opportunity to ensure that all staff have up to date knowledge of HIV, to reassure staff by repeating information about routes of transmission, and to firmly establish the need for confidentiality. ACET specialises in providing up to date information and Training Courses for staff.
- Realistically, no more than two staff need to know if a pupil is infected or affected by HIV. One would normally be the headteacher and the other a designated staff member, ideally chosen by the pupil and parent, who can oversee the child’s education and pastoral care.
The role of the headteacher
- To support the designated staff member
- To discuss any issues with him or her
- To instigate any discussions between parents and the school on issues that arise concerning the pupil’s education or well-being
The role of the designated member of staff
- To unobtrusively oversee the pastoral care of the pupil
- To deal with any day-to-day issues that may arise, such as hospital appointments or periods of lateness due to the side-effects of the child’s medication
The role of the school nurse
It may be that the pupil or parent chooses to disclose to the nurse initially, as he or she works under professional confidentiality and information-sharing protocols. Therefore it may be useful to include the school nurse when developing protocols for disclosure.
All the above roles should be discussed and agreed with the parent and child concerned. Depending on the child’s health needs, an optional health plan may be drawn up. Alternatively the school may decide that their protocols will include a ’care plan’: one that establishes the support the child wants and needs, and regular meetings to review the support.
Recording and storing of information
This should be agreed with the parent and child and reassurance given that the information will be kept confidential. To cover the issue of staff protection and liability, the designated member of staff should keep some form of records. The format and storing of this information can be agreed when developing the school’s protocols
Information about individual or family HIV status should not normally be added to a pupil’s record. If the school feels it is essential to include this information on the child’s record, parents should be given the option of having it removed before a child transfers schools.
Additionally, the school needs to consider who has access to the child’s records and if it can guarantee confidentiality if it is included in the school record system. Families will not have taken the decision to disclose lightly and will need both acceptance and reassurance that confidentiality will be upheld throughout and no information about the individual’s HIV status will be passed on without his or her consent.
Last updated April 2010