Table 4 Illustrative examples of interpersonal support and challenges for ALH in schools

• Teachers not allowing ALH to participate in certain activities such as games lessons and telling other students not to play with a student known to be HIV positive

• Teachers discussing students HIV status amongst themselves (reported by ALH and KENEPOTE members)

• Peers’ refusal to sit next to or share personal items with others thought or known to be HIV positive; broadcasting information on students’ or teachers’ HIV status, including by writing on blackboards; and ridicule

• A participant who disclosed his HIV status to a close friend in confidence later entered the classroom to find his classmates discussing his status

• School staff helping ALH navigate challenges around the inspection of personal property and ARV storage, for example by undertaking ALH inspections or personally keeping; or ensuring day pupils had access to evening meals in school where food at home was known to be in short supply

• Staff helping ALH to navigate challenges in schools including paying transport costs and accompanying to CCC to ensure they received refills. Some staff made sure they were in charge of bags inspection on opening days so they could avoid tipping of ARVs of students who had disclosed their status to them

• One boarding school matron supported four students living with HIV from school entry for four years, by ensuring their privacy in taking ARVs, access to a good diet, including making meals in her own house, and that the girls did not undertake heavy physical work at school. Since these girls were from the matron’s home area, their ‘special treatment’ was widely accepted as a form of favouritism and did not generate stigma