Key points of the search results in Zambia.

Table 2: Key points of the search results in Zambia.

HIV/AIDS-Related Stigma
Parsons, Bond & Nixon [8]	Qualitative interviews. Common theme of internalized stigma. Negative experiences with health professionals made some patients want to die alone at home. Stigma experienced when getting ART, from health providers, community, and family. Stigma impacted willingness to get treated and employment.
Bond [9]	Two concerns of status disclosure explained: sharing with a select few to maintain moral integrity, social status, and professionalism; sharing with the public can be seen as dangerous and can create a new identity. These experiences need to be considered before new programs are implemented to raise status awareness.
Nozaki, et al. [10]	518 participants surveyed. 16% expressed a fear of stigma from taking ARVs at home/work.
Henning & Khanna [13]	Qualitative data. Fear of stigma, overburdened educators, and lack of agency support were common themes in educational interviews.
Robson & Sylvester [12]	30 out of 72 teachers reported knowing at least one child who had dropped out of school due to AIDS- related stigma. 26 teachers knew students who had been bullied and discriminated against because of HIV.
Hunleth [7]	Many child-led households where children provide care for adults on ART. 25 households analyzed with children ages 8-12 years. 16 had an HIV diagnosis, but low testing was suspected. Children rarely went to medical appointments and were unaware of HIV. Qualitative workshops found many children thought ART made people sick, and the silence around the illness was creating misconceptions instead of education and prevention.
Murray, et al. [11]	Qualitative study to understand why women do not get treatment (43 interviews). 70.2% of women refused treatment because of stigma. 46.8% do not have the information needed to get help (no blood tests, fear). 23.4% failed to accept their status. 75.8% had fear of husbands.
Cultural Gender Roles
Menon [15]	Strategy: collaborate with local community influential leaders (church elders, politicians, headmen) to address cultural issues around HIV transmission. Empower women.
Henning, Chi & Khanna [14]	Gender norms, years of education, religion, adoption of HIV ed, and attitudes toward HIV were all associated with teacher self-efficacy for teaching students about HIV in classroom.
HIV Knowledge
Hunleth [7]	Many child-led households with children providing care for adults on ART, but no knowledge of HIV. Qualitative workshops uncovered many children thought ART made people sick, and the silence around the illness they were caring for was creating misconceptions instead of education and prevention.
Ngoma, et al. [6]	Study conducted on special population, college students. 844 students surveyed first round: 76.1% knew enough about HIV, 38% felt no risk, 38% did not use a condom with last encounter, 26% occasionally use condom, 10% never use a condom. HIV test was not given, but this shows a disconnect between knowledge and risk behavior among college students.
HIV Education
Henning & Khanna [13]	Qualitative data. Before programs are implemented it is important to understand educators perceptions of HIV.
Robson & Sylvester [12]	Zambia Free Basic Education policy. Increased number of teacher absences from HIV, and a decrease in the number of teachers over the last decade due to HIV-related deaths. Healthy teachers are overburdened by the number of students.
Henning, Chi & Khanna [14]	Create new strategies and ways to incorporate culture into the classroom environment to help teachers transition to HIV educators. There is a need for capacity building beyond what teachers do.