The research affirmed certain elements of current AIDS education theories and revealed areas which should be added to instructional methods and curriculum content. Significant patterns affecting the participants' behavior choices were (1) divorce of their parents, (2) family mobility during school years, (3) age at initial at risk behavior, (4) trust in the word of their sexual partners, and (5) lack of values instruction at home. There was a general theme of hopelessness and doubt that any type of educational program could have affected their behavior.

The conclusions and implications of the research indicated a need for further research into what the public schools can do for the dysfunctional student who resists being told how to live life. A need was indicated for collaboration among the home, school, and community organizations to provide extensive instructional programs and supplemental family services which are necessary to combat the global AIDS epidemic.

Seven young people who had attended Oklahoma public schools and received the state mandated AIDS education program were interviewed in depth to determine why they chose to engage in at risk behavior subsequent to being taught the dangers of such behavior. Each participant had risked exposure to the AIDS virus through direct blood exposure or through unprotected sexual activity.