Download hiv/aids december 1995

Policy
Development
Guidelines
HIV/AIDS
December 1995
Produced by:
South Australian Independent Schools Board Inc
301 Unley Road Malvern SA 5061
Ph: (08) 373 0755
Fax: (08) 373 1116
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SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
ACKNOWLEDGMENTS
This policy has been adapted from the draft Independent Schools Board AIDS Policy
produced by the Health Educators’ Network in 1993 and the South Australian Commission
for Catholic Schools (SACCS) HIV/AIDS Policy.
Thanks go to the following staff and parents for their contribution to this revised Policy
document.
Bethesda Christian College
Ian Hopper
Southern Montessori School
Debbie Anderson
Heather Powell
Fran Thulborn
Kath Welsh
Woodcroft College
Marnie Watts
SA Independent Schools Board
Barbara Keen
Paul Van Ruth
Bevan Connor
Health HIV/AIDS Coordinator
Occupational Health Safety & Welfare Consultant
Industrial Officer
Consultant
Alison Morrissey
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Educator & Management Consultant
SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
CONTENTS
Page
1
2
3
4
INTRODUCTION 1
1.1
Background to the Document
1
1.2
Aims of the Document
1
1.3
Purpose of the Document
1
1.4
Key Principles
2
1.5
Application to Individual Schools
2
BASIC MEDICAL-SCIENTIFIC DATA
3
2.1
What is HIV/AIDS?
3
2.2
Immune System
3
2.3
HIV Characteristics
3
2.4
Transmission of HIV
4
2.5
School, Social or Non-Sexual Contact
5
2.6
Reducing the Spread of AIDS
5
THE SCHOOL RESPONSE - EDUCATION
6
3.1
School Education Policy
6
3.2
Prevention Education
7
3.3
The Christian Response
7
3.4
The Humanistic Response
8
EMPLOYMENT RESPONSIBILITIES
9
4.1
Occupational Health & Safety
9
4.2
Conditions of Employment, Protection from
4.3
5
6
iii
10
The Right to Privacy
11
STUDENT ENROLMENT
12
5.1
Privacy/Notification Requirements
12
5.2
Protection from Victimisation/Discrimination
12
5.3
Continued Access to Schooling
12
HEALTH AND SAFETY ISSUES
13
6.1
General Precautions
13
6.2
6.3
First Aid
Procedures for Cleaning Utensils, Benches, Play
Equipment & Blood Spills
14
Safe Disposal of Needles/Syringes
16
6.4
7
Discrimination & Victimisation
SCHOOL-BASED POLICY - application to individual schools
SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
15
18
1
INTRODUCTION
1.1
BACKGROUND TO THE DOCUMENT
This document is an update of previous guidelines which were developed by
the Health Educators Network in response to requests from schools for
assistance in developing their own HIV/AIDS policy guidelines.
1.2
AIMS OF THE DOCUMENT
This document is not in itself an HIV/AIDS education package. Rather, it
provides guidelines for the implementation of standards and procedures by:
 presenting basic medical-scientific data relating to HIV/AIDS, its
transmission and prevention
 encouraging schools to ensure that they have in place a sound HIV/AIDS
education program which emphasises personal and social responsibility in
the context of a caring school community
 providing guidelines for the employment and continuing employment of
staff living with or affected by HIV/AIDS, having regard to their special
needs and proper care
 providing guidelines for the enrolment and admission to schools of
students living with or affected by HIV/AIDS, having regard to their
special needs and proper care
 discussing the responsibilities of schools in relation to HIV/AIDS and
 occupational health and safety
 hygiene and first aid procedures
 confidentiality of information.
1.3
PURPOSE OF THE DOCUMENT
The personal and social implications of the human immunodeficiency virus
(HIV) and Acquired Immune Deficiency Syndrome (AIDS) are significant
and cannot be ignored. Prevention of the spread of HIV is a public health
issue which affects all sections of the community.
It is acknowledged that HIV infection is only one of many communicable
diseases (including blood borne Hepatitis B and Hepatitis C) which affect the
health and well-being of the community. Infection control and occupational
health and safety strategies are important tools in reducing the impact of all
such infections. However, the nature of HIV/AIDS, together with the
absence of an effective vaccination and lack of a medical cure, necessitate that
special attention be paid to its prevention and to the care of those whose lives
it affects.
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SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
School communities have an important role in providing accurate
information about the virus and in promoting responsible attitudes and
behaviours relating to the prevention of HIV/AIDS. From time to time a
school community may include a student, family, volunteer or staff member
affected directly or indirectly by HIV/AIDS. Schools will wish to be sensitive
to the needs of those affected and have access to guidelines concerning
aspects of their management. Schools may consider that the development of
a school-based HIV/AIDS Policy will be helpful when dealing with these
issues.
This document has been prepared to address the implications of HIV/AIDS
for schools. It is not an Independent Schools Board policy but is presented as
a guide for those schools which may wish to develop their own policies or
guidelines. Schools may choose to use sections of the document, either as
presented or modified to meet individual needs.
1.4
KEY PRINCIPLES
The policy development guidelines are based upon the following principles:
 the dignity and uniqueness of each person
 the equality of all people
 the acceptance of responsibility for self and others for the good of all
 the right of each school to independence and free choice
 the right of students to accurate information which promotes health and
safety.
1.5
APPLICATION TO INDIVIDUAL SCHOOLS
It is recognised that school philosophies are based on a variety of traditions.
While the document’s references to technical information, infection control
procedures and legal obligations are applicable to all schools, separate
sections addressing Christian and Humanistic responses have been included
in Part 3.
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2
BASIC MEDICAL-SCIENTIFIC DATA
HIV/AIDS Technical Information
This section of the guidelines presents basic medical-scientific data on HIV/AIDS. As with
all other diseases, it is important to respond to HIV/AIDS in a manner consistent with the
best medical and scientific information available.
2.1 WHAT IS HIV/AIDS?
The human immunodeficiency virus (HIV) is a blood borne virus that can
cause Acquired Immune Deficiency Syndrome (AIDS). It is expected that
fifty percent of people living with HIV will develop AIDS within two to ten
years of becoming infected and that ninety-nine percent will eventually
develop AIDS.
While there are treatments which prolong the life of someone with HIV
infection, there is no cure for AIDS.
2.2
IMMUNE SYSTEM
The body's general response to the invasion of any infecting virus is to
mobilise its immune system. White blood cells (lymphocytes):
 produce antibodies which neutralise the virus
 activate killer cells to destroy virus infected cells and
 secrete interferon to inhibit viral replication and spread.
Generally, white blood cells produce antibodies to infective agents, including
HIV, within a period of two to eight weeks. The result is usually the
termination of the infection, recovery to a normal state of health and a long
term immunity to subsequent infections by the same form of infecting agent.
2.3
HIV CHARACTERISTICS
The human immunodeficiency virus (HIV) is a retrovirus identified in 1981
by French and American scientists. Like all viruses, HIV does not have the
capacity to replicate itself. It must invade body cells and use the cell’s
metabolic processes for replication. This leads to the death of the cell and the
shedding of HIV progeny into the blood stream, resulting in the infection of
other susceptible cells.
The specific characteristics of HIV, however, impede the normal immune
responses. The ability of the virus to change its outer protein coat confuses
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SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
and limits the ability of antibodies and killer cells to recognise and neutralise
the invading viruses. This enables a continuous infection of healthy cells.
To reproduce itself HIV prefers the CD4 lymphocytes which are white blood
cells whose primary role is regulation of the immune response. Infection of
CD4 cells by HIV results in ineffective immune responses to other infectious
agents and eventually the total breakdown of the immune system.
The natural history of HIV within the human body is not fully understood
and the immune system is only one of several body organs attacked by the
virus. Following the initial infection, the virus reproduces itself at a relatively
low rate within the lymph glands. After several years of infection, for
reasons which are not fully understood, the level of viral replication
increases. Consequently, the effect of the virus on the immune system takes
several years to become obvious, with people carrying the virus for ten years
or more whilst remaining healthy. Once infected however, the person
remains infected for life and faces the prospect of life threatening disease.
Children born carrying the virus may not show signs of an impaired immune
system for eight to ten years.
The term AIDS (Acquired Immune Deficiency Syndrome) is used when
people show clinical signs of those rare or unusual diseases which can occur
only when the immune system is irretrievably compromised.
2.4
TRANSMISSION OF HIV
HIV is a blood borne virus which survives and reproduces itself in the blood
cell system. Unlike airborne viral infections, such as influenza, which can be
easily transmitted from one person to another through the air, the
transmission of HIV requires that the virus must in all cases leave the body of
an infected person and enter the blood stream of an uninfected person.
Infective concentrations of HIV are found in blood, semen, vaginal
secretions, cerebrospinal fluid and breast milk. HIV is not in infective
concentration in other body fluids such as tears, saliva and urine.
The primary means of transmitting HIV are:
 through unprotected sexual intercourse (anal and vaginal) with an
infected person
 through sharing needles and syringes with an infected person when
injecting drugs
 from an infected mother across the placenta to the foetus or during birth
 via breast milk
 through receptive oral sex with an HIV positive person
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SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
 through receiving contaminated blood, blood products or artificial
insemination with infected semen
 as a result of accidental needle-stick injury, ie puncturing the skin with a
blood contaminated syringe needle
 through treating accidental injuries involving contaminated blood, if the
carer has open sores or cuts on the hands.
NOTE: Hepatitis B and C are also caused by blood borne viruses and are
transmitted in the same manner as HIV.
2.5
SCHOOL, SOCIAL OR NON-SEXUAL CONTACT
There is no evidence of spread of HIV from child to child in schools or
child care centres through normal social contact.
A significant number of studies have been undertaken of households where
one or more members were infected with HIV. The infected members have
included intravenous drug users, people with haemophilia, homosexual and
bisexual men, recipients of blood transfusions and heterosexual men and
women. Not a single case of infection has been reported in other household
members except where these members had been additionally exposed to the
virus through blood, sexual activity or perinatal transmission.
2.6
REDUCING THE SPREAD OF HIV/AIDS
Currently, testing for an effective vaccine continues with the possibility of
promising results. However, to date there is no cure or vaccine available and
world wide the numbers of people carrying the virus continue to rise.
Knowing how to avoid the risk of being infected is central to developing
responsible attitudes and making decisions about adopting healthy
behaviours. In the absence of a vaccine or other method of prevention,
avoidance of high risk behaviours is the only satisfactory means of reducing
the spread of HIV/AIDS.
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3
THE SCHOOL RESPONSE - EDUCATION
In light of the preceding basic technical information on HIV/AIDS, this section of the
document addresses the education implications for schools.
3.1
SCHOOL EDUCATION POLICY
Appropriate education is the major strategy in dealing with the HIV
epidemic. Education should include provision of factual information,
exploration of attitudes and values and details of prevention methods.
Education should be directed towards all members of the community as
HIV/AIDS is a community issue. The application to schools is particularly
significant. Hence:
 All school staff need information that is accurate, appropriately extensive
and current. Staff should know the definite ways HIV can be transmitted
and should be able to dispel unfounded fear and prevent phobias about
HIV and AIDS.
 Schools have a duty to provide appropriate inservice for staff, including
instruction in first aid procedures.
 Students need accurate information that is appropriate to their stage of
learning readiness and development. Each school is the best judge of its
own students' requirements.
 It is recommended that students receive appropriate instruction in basic
hygiene and first aid procedures.
 Each school is encouraged to establish an HIV reference group including,
for example, the school principal, staff member(s) and parent(s), to
promote HIV education.
 School staffs should explore ways of reinforcing HIV education programs
by using cross-curriculum strategies.
 Resource material should not be used indiscriminately, but after careful
review and taking into account the values of the school community.
Cultural sensitivity also is counselled and materials should always be used
within the context of the education curriculum guidelines of the school.
 Parents need easy access to current, accurate information. They also need
help to process and apply that information. Schools should seek to keep
parents informed of government, community and relevant Church
resources already operating. They should involve parents at all stages of
HIV program development and implementation.
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3.2
PREVENTION EDUCATION
School teaching values each person and his or her sexuality.
Education programs to inform the community about the transmission of HIV
must be factual, objective and updated as more information becomes
available.
Prevention messages should be clear, consistent and simple, so that they can
be personalised and incorporated into an individual's unique values and
beliefs and adopted as personal behaviours.
HIV/AIDS prevention education is best taught within a school curriculum
which develops students’ knowledge, attitudes and skills in sound decision
making for safe and responsible behaviour. It should include education in
interpersonal skills, sexuality and the responsible use of drugs.
3.3
THE CHRISTIAN RESPONSE
The Christian response to HIV/AIDS is based on truth and love. When truth is
embraced, courage and balance prevail. When love is embraced, the response is
characterised by compassion and care for all.
These guidelines call upon schools to implement a caring, Christian response
to HIV/AIDS and so promote justice and the dignity of each person.
Commitment to a Christian faith requires schools to respond to HIV/AIDS in
a manner which is theologically and morally sound and to contribute not
only through education, but also through Christian moral formation and
renewal. The school’s personal development and Christian values education
programs should emphasise moral responsibility in behaviour.
Key principles integral to this program are:
 recognition of God's unconditional love for all people and the equality of
all in God's sight
 the Christian virtues of justice and respect
 the dignity and uniqueness of each person created in the image and
likeness of God
 the sacredness of human life
 reverence for the God-given beauty of human sexuality
 a special awareness that indiscriminate sexual activity is not only in
conflict with Church teaching, but is also a high-risk activity in terms of
transmitting HIV
 Christian acceptance of responsibility for self and others.
Curriculum guidelines should be designed to promote in students:
 a deep sense of God's love
 a high sense of self worth
 self acceptance and self confidence
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 ease in coping with relationships
 good communication skills
 self assertiveness
 the ability to choose wisely and well.
Christian love is the basis of the response to HIV/AIDS. A love of self and a
respect for others is the key to living morally.
3.4
THE HUMANISTIC RESPONSE
A commitment to social justice and concern for human dignity forms the basis for the
school’s response to HIV. This concern for human dignity requires the school to
respond to the HIV epidemic not only through education, but also with a
commitment to individual moral responsibility and behaviour.
Key principles integral to this program are:
 acceptance of the responsibility for self and others
 acknowledgment of the human virtues of justice and respect
 recognition of the dignity and uniqueness of each person
 respect for human life
 a valuing of human sexuality
 an understanding that irresponsible sexual behaviour is a high risk activity
in terms of transmitting HIV.
Curriculum guidelines should be designed to promote in students:
 a high sense of self worth
 self acceptance and self confidence
 ease in coping with relationships
 good communication skills
 self assertiveness
 the ability to choose wisely and well.
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4
EMPLOYMENT RESPONSIBILITIES
This section addresses the responsibilities of principals and other members of the
school community concerning:

occupational health and safety

conditions of employment, protection from discrimination and victimisation

the right to privacy.
4.1
OCCUPATIONAL HEALTH AND SAFETY
The Occupational Health, Safety and Welfare Act 1986 places strict legal obligations
on employers with respect to the provision of safe working facilities, safe processes
and appropriate inservice safety training for their employees.

EMPLOYERS
Principals and appropriate school personnel are responsible for the
implementation of safe working practices. They should:
 take steps to enhance their own knowledge and understanding of
HIV/AIDS issues as they relate to the school environment
 ensure that all employees and other members of school communities
are provided with appropriate HIV/AIDS information, including
modes of transmission and prevention
 facilitate training and development in relation to health, safety,
welfare and justice aspects of HIV/AIDS
 inform school councils and the wider school community about the
implications of HIV/AIDS for schools, and encourage their
participation in the development of school-based policies
 manage occupational health and safety issues arising from the
presence of people with HIV/AIDS in the workplace
 implement procedures which safeguard the health, safety, welfare
and privacy of all employees, volunteers and students in relation to
HIV/AIDS
 provide support and counselling for school staff directly involved in
HIV/AIDS issues.

EMPLOYEES
Employees should:
 ensure that they understand school-based HIV/AIDS policy
guidelines concerning occupational health and safety and be familiar
with their own responsibilities
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 participate in training and development programs which are
designed to enhance their knowledge and understanding of
HIV/AIDS issues
 practise universal precautions in relation to first aid procedures
 support and implement school education programs for HIV/AIDS
prevention.
4.2
CONDITIONS
OF
DISCRIMINATION
AND VICTIMISATION
EMPLOYMENT,
PROTECTION
FROM
The Federal Disability Discrimination Act defines “disability” to include “the
presence in the body of organisms causing disease or illness” and “the presence in the
body of organisms capable of causing disease or illness”.
Discrimination against a person with such a disability would certainly include HIV
status discrimination and AIDS related discrimination. Under the South Australian
Equal Opportunity Act, complaints of AIDS related discrimination are accepted by
the Equal Opportunity Commission on the grounds of impairment.
Employment within the school should not be refused on the grounds that a
person may be HIV infected. As far as is reasonably practicable, employees
should not have restrictions placed on their conditions of employment.
Employees or applicants for employment should be treated fairly and
protected from any form of victimisation or discrimination - direct or indirect
- on the grounds that they have or are imputed to have AIDS or HIV.
Examples of such discrimination are:
 dismissal, refusal to recruit, re-engage or promote
 unreasonable denial of access to employment benefits, professional
development or work-related social activities
 failure to protect an employee from harassment or victimisation by other
people present in the workplace
 unreasonable differential application of any regulation or benefit
associated with employment
 breach of confidentiality or failure to maintain confidentiality of personal
information.
All members of the school community need to be aware of the importance of
the use of sensitive, non-discriminatory language and the need to develop
and maintain a supportive school environment.
Long-term sick leave, which may be necessary because of an HIV/AIDSrelated condition, is determined by the rules which apply in the case of any
illness, including the provisions relating to fitness to resume work.
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4.3
THE RIGHT TO PRIVACY
The HIV/AIDS status of an employee is a private matter between patient and
doctor. This privacy is protected as follows:
 No employee is required to disclose information about his/her condition
in relation to HIV/AIDS.
 No school employee may seek information relating to the HIV/AIDS
status of another employee without the written approval of the individual
concerned. A person who divulges information provided in confidence
may be sued for breach of confidence and may be liable to pay monetary
damages.
 Medical certificates relating to sick leave do not require specification of the
nature of the illness or condition. They need only state that the person is
unfit for work, specify the expected duration of absence and provide the
medical practitioner's signature. Employees should be alerted to the fact
that medical certificates are processed by a range of people. If a certificate
contains information about HIV/AIDS status it should be returned to the
employee before processing, so that he/she may arrange for the medical
practitioner to amend the information.
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5
STUDENT ENROLMENT
The following guidelines regarding school admission of students who are classified as
living with HIV/AIDS should be based on the principles of justice, compassion and
respect for the rights and dignity of each person.
5.1
PRIVACY/NOTIFICATION REQUIREMENTS
All members of the school community should respect each person’s right to
privacy.
There is no legal requirement for students, parents or doctors to report a
student’s HIV/AIDS status to a school. However, some parents may choose
to make this information available. In such a case members of the school
community should not disclose the identity of an HIV positive student
without the parents’ written authority.
5.2
PROTECTION FROM VICTIMISATION/DISCRIMINATION
Students should be protected from any form of victimisation and
discrimination on the grounds that they have or are thought to have HIV
infection or AIDS. Examples of victimisation and/or discrimination are:
 refusing to enrol the student
 excluding the student from attendance
 unreasonably denying access to school programs or activities
 unreasonable differential treatment
 differential application of school rules.
Students should also be protected from victimisation or discrimination on the
grounds of association with people who have or are thought to have HIV
infection or AIDS.
5.3 CONTINUED ACCESS TO SCHOOLING
Students should not be excluded from attendance at school solely on the
grounds that they have or are thought to have HIV infection or AIDS.
Principals should:
 as far as is reasonably practicable, provide support to allow students with
HIV/AIDS related conditions to be supported so that they can remain at
school and participate in the school program. Examples of such support
could be the re-allocation of existing school resources, involvement of
appropriate school personnel, adjusted hours of attendance for the
student, provision of personal counselling, and provision of additional
resources as far as is reasonably practicable
 as is the case of any student with a chronic illness, students who are absent
because of HIV/AIDS should be provided with appropriate curriculum
support as determined by the school, in consultation with parents.
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6
HEALTH & SAFETY ISSUES
The following guidelines relating to blood and body substances are provided on the
advice given by the South Australian Health Commission.
All cases of external bleeding should be dealt with in accordance with procedures
outlined in this section. Procedures should be applied universally and be regarded
as mandatory because of the Occupational Health Safety and Welfare Act 1986. The
information is basic to developing and maintaining effective practices in treating
students or staff who are bleeding.
6.1
GENERAL PRECAUTIONS
In addition to the human immunodeficiency virus, there are other blood-borne
infections, including Hepatitis B and Hepatitis C, which make it important to
implement rigorous hygiene and first aid procedures in schools and workplaces.
Such procedures are relevant to many diseases and are not solely designed to deal
with HIV, which is, in fact, one of the least infectious of the communicable diseases
that might be found in schools.
The term “universal precautions” refers to the method of avoiding transmission of
infection through the use of protective barriers and other safe work practices. It is
based on the assumption that all blood and body substances are potential sources of
infection, irrespective of whether HIV or other infection has been diagnosed or is
suspected.
 It is important to emphasise basic universal hygiene in schools and review
first aid procedures. These procedures are designed to deal with the HIV
virus and all blood borne infections.
 Direct contact with blood and body substances should, if possible, be
avoided.
 Intact skin is the most effective barrier against infection with
contaminated blood and body substances.
 Latex gloves provide additional protection from cross infection between
the person requiring care and the carer. Accordingly, when treating cuts
and abrasions, teachers and others should wear disposable latex gloves
supplied by the school.
 It may be necessary for students/staff/volunteers to go to the emergency
assistance of a child or adult when latex gloves are not immediately available.
In such cases they should wash their hands and lower arms and any other
parts in contact with blood or body substances, using soap and water, as
soon as practicable.
 Staff involved in toileting a student should exercise strict hygiene, using
gloves at all times to prevent contact with the student's body substances.
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6.2
FIRST AID
6.2.1
Responsibilities
 Generally one or more members of staff will be designated as
having responsibility for attending to students requiring first aid
treatment. However, all staff should be reminded of the
particular need for care in handling blood and body substances.
 There is no basis on medical grounds to refuse assistance of first
aid to any person. The duty of care which a teacher owes to
students requires the teacher to take positive action to preserve
the health and safety of students.
6.2.2
Training
 It is recommended that all teachers and school assistants receive
Basic Casualty Care training every three years. Training in
cardio-pulmonary resuscitation should include practice with the
use of resuscitation masks which should be disinfected after use.
 Since teachers, other school staff and voluntary workers are likely
to come into contact with injured and bleeding students, the
employer is legally obliged to ensure that these people are
instructed in and required to observe safe processes in the
handling of injured and bleeding students.
6.2.3
First aid kits and equipment
 Principals should ensure that the school has adequate numbers of
appropriately stocked first aid kits and clearly established first aid
procedures. First aid kits must be made available for all school
organised activities on and off the school grounds.
 Principals should ensure that the school has an appropriately
stocked first aid cupboard which contains a supply of 70 per cent
alcoholic chlorhexidine, as well as a supply of household bleach
for cleaning surfaces.
 It is recommended that teachers on yard duty be issued with a
pouch that can be attached to the waist with a belt, or a shoulder
bag. Contents should be simple first aid materials such as
disposable gloves, pressure pads, bandages, resuscitation mask.
6.2.4
Mouth-to-mouth resuscitation
There are no documented cases of HIV infection from mouth-tomouth resuscitation. As the risk of HIV infection through mouth-tomouth resuscitation is negligible, it should not be withheld from a
person in need of emergency assistance. However, as a precaution, a
resuscitation mask should be used, if available.
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6.2.5
First aid procedure - external bleeding
Precautions
 Great care should be taken in all cases of wound care.
 Staff with cuts and lesions on hands and arms should not
administer first aid.
 Avoid direct contact with blood.
 Always use disposable latex gloves. After handling blood or
blood contaminated material, always wash hands.
Equipment
 antiseptic
 disposable latex gloves
 disposable towels
 bin with lid and bin liner (plastic or heavy duty paper) for used
items
 dressings/bandages
Procedure
1
Use gloves.
2
Clean wound with antiseptic solution.
3
Dress wound.
4
Attend to instruments/equipment used as in 6.3.
5
Dispose of any used dressings etc into bin.
6
Remove gloves and place in bin.
7
Seal bin liner and arrange for appropriate disposal, eg garbage
collection or incineration.
8.
Wash hands with soap and water.
9
Document incident and procedure.
WASHING HANDS WITH SOAP AND WATER BEFORE AND
AFTER ATTENDING TO INJURIES IS THE MOST IMPORTANT
STRATEGY IN THE PREVENTION OF CROSS INFECTION.
6.3
PROCEDURES FOR CLEANING
EQUIPMENT & BLOOD SPILLS
UTENSILS,
BENCHES,
PLAY
Equipment
 household bleach (1:100 bleach to water on cleaned surfaces) or 70%
chlorhexidine solution. [Bleach solution must be mixed daily to be
reliable.]
 latex gloves
 bin with lid and bin liner (plastic or heavy duty paper) for used items
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 hot water and detergent
Procedure
1
Use latex gloves.
2
Mop up spills with paper towelling and dispose of directly into the lined
bin.
3
Wash area with hot water and detergent.
4
Wipe area with bleach to disinfect.
5
Carpets - wash with detergent and water.
6
Utensils/Instruments/Linen - rinse with cold water then wash with hot
water and detergent. Soak in bleach or 70% chlorhexidine solution for 20
minutes. Remove and rinse with water.
7
Remove gloves and place in bin.
8
Seal bin liner and arrange for appropriate disposal, eg garbage collection
or incineration.
9
Wash hands with soap and water.
(Blood spills in yard areas may be hosed down before flushing with hot
water and detergent.)
6.4
SAFE DISPOSAL OF NEEDLES/SYRINGES
Students should be instructed not to pick up syringes but to stand watch
while another student gets a teacher.
Equipment
 latex gloves
 "sharps" disposal container or a secure sturdy container with a screw top
lid (such as a wide necked drink bottle)
 bin with lid and bin liner (plastic or heavy duty paper) for used items
 tongs
Procedure
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1
Use latex gloves.
2
DO NOT TRY TO RECAP THE NEEDLE.
3
Place the disposal container next to the syringe.
4
Pick up the syringe with tongs (or as far from the needle end as possible
if tongs unavailable).
5
Place the syringe - needle point down - in the disposal container and
screw on the lid.
6
Repeat the procedure to pick up all syringes.
7
Remove gloves and place in bin.
8
Seal bin liner and arrange for appropriate disposal, eg garbage
collection or incineration.
SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
9
Wash hands with soap and water.
Disposal
 Syringe disposal containers or syringes must NOT be put in normal waste
disposal bins.
 Advice about disposal of syringe disposal containers may be provided by
contacting the:
 local Municipal Office
 Drug and Alcohol Services Council for the location of the nearest
Needle Exchange outlet or public disposal point.  (08) 274 3385 or
after hours (08) 364 0055 or 008 18 2118
 Local hospital/doctor
 Clinic 275 (STD Clinic).  (08) 226 6025
 SAVIVE at The AIDS Council of SA.  (08) 363 9299
 KESAB - 395 Glen Osmond Road, Glen Osmond.  (08) 338 1855
17
SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES
7
SCHOOL-BASED POLICY
Application of the guidelines to individual schools.
It is important that school-based policy, including practices, procedures and programs
concerning HIV/AIDS, is developed within the framework of the school philosophy
and in full consultation with the wider school community.
The whole school community should be actively involved in the development of any
policy in relation to the management of health in schools.
The successful implementation of practices, procedures and programs requires open
dialogue with families.
Ongoing evaluation of policy will include discussion and input from staff and parent
groups.
A school-based policy for HIV/AIDS will:
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
reflect the values of justice and respect for human dignity

support and be supported by the school's policies on enrolment, employment,
occupational health and safety, first aid, etc

support HIV education as outlined in the implementation process of the school’s
curriculum guidelines

ensure any legal requirements are clearly documented

explain the rights and responsibilities of all members of the school community

make provision for ongoing implementation, review and evaluation of the policy.
SA INDEPENDENT SCHOOLS BOARD - HIV/AIDS POLICY GUIDELINES