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Little is known about the impact of HIV/AIDS on education worldwide. Much of the mystery surrounding HIV/AIDS and education lies in the fact that their intersection is contextualized by many other factors. For example, many of the children who are at risk of not finishing school or have never had the chance to attend school live day-to-day in communities with high HIV/AIDS infection rates. To exacerbate the problem, in some countries the highest HIV/AIDS infection rates are in marginalized and extremely poor communities while in others it is among the most affluent communities. Girls, young women, orphaned and vulnerable children either living or working in disadvantaged communities have some of the highest risk for HIV/AIDS infection because of their frequent exposure to HIV/AIDS. But, those who are more mobile due to their occupations or wealth are also at high risk in countries worldwide.

Laban Ayiro holds a PhD in Entrepreneurship Development, an MA in International Relations, an MSc in Entrepreneurship Development, and a BEd in the teaching of Chemistry. He worked for many years as a Senior Deputy Director for Policy and Planning in the Ministry of Education and was instrumental in the development of the HIV/AIDS Education Sector Policy in Kenya. He teaches at Moi University in Kenya and his areas of specialization include Research Methods and Statistics, Entrepreneurial Management, Management Information Systems and Leadership, and Policy Studies. Dr. Ayiro is a Senior Fulbright Scholar having been on a research program at the University of Texas A&M in the United States in 2011–2012.

This study examines attitudes of students, teachers, and administrators about HIV education in Ugandan secondary schools. Results indicated significant differences between these groups regarding perspectives about sexuality, transmission of HIV, and AIDS stigma. Behavioral assessment indicated low prevalence of high-risk activities among students, which implies a need for continued education and behavioral reinforcement in the curriculum in the intervention programs for behavioral maintenance. This study provides important insights as to how a comprehensive HIV education program can be more effectively and efficiently integrated in the school system. An ongoing discussion within the public and private sector of the country addresses the need for a comprehensive education curriculum, which includes teacher training, peer education, and strong involvement of governmental and nongovernmental organizations. Results from this study provide an important step in this process.