Tuberculosis Stigma in Prison Populations and its Impact on Public Health
- Tuberculosis is an infectious disease caused by the bacteria Mycobacterium Tuberculosis that primarily affects the lungs causing symptoms like chronic coughing with blood, chest pain, and fatigue
- Transmission occurs via airborne droplets that are released when an individual with active TB coughs, sneezes, or speaks
- Tuberculosis is often stigmatized because it is associated with poverty and overcrowding
- High TB rates in prisons can reinforce the stigma that incarcerated individuals are disease carriers which can increase discrimination both during and after incarceration
- Stigma can delay screening, diagnosis, and treatment which worsens transmission and disease outcomes
- Isolation as a treatment discourages individuals from reporting symptoms or seeking care (especially in incarcerated individuals) allowing TB to spread more easily in high risk settings like correctional facilities
- TB related stigma undermines public health efforts and contributes to preventable illness and mortality
Tuberculosis Stigma in Prison Populations and its Impact on Public Health
1940s-1970s
1920
1890
1882
The Antibiotic Revolution
Introduction of the BCG Vaccine
The Sanatorium Movement
Robert Koch Discovers Mycobacterium Tuberculosis
The use of the BCG vaccine was limited in United States correctional facilities due to policy preference for isolation and surveillance leading to continued spread of TB in prisons Prisons remained associated with TB stigma and persistant TB transmission despite emerging preventative tools
This paragraph is ready to be filled with incredible creativity, experiences, and stories.
Tuberculosis in the 1800s was often referred to as "consumption" because it causes weight loss and a pale appearance, which were interpreted as signs of weakness, poor self-control, or decay of the body and spirit. Because Tuberculosis was common in correctional institutions it became linked with undesirable behaviors and moral failure.
The emergence of multi-drug resistant TB and the HIV/AIDS epidemic in the 1990s reversed progress, increasing transmission risk and treatment complexity These developments reinforced stigma by linking TB with severe illness, social marginalization, and untreatable disease in vulnerable populations
In 1943 streptomycin became the first effective drug against TB By the 1960s care shifted from long term isolation to outpatient treatment In the 1970s TB rates in prisons declined and many TB wards closed
As TB spread rapidly in correctional facilities, prisons became associated with being sources of infection rather than recognizing structural conditions driving transmissionThis reinforced stigma linking TB with incarcerated people, framing them as dangerous carriers rather than patients needing treatment
The BCG vaccine is introduced as the first method of prevention against TB BCG provided partial protection against severe cases of TB but had variable effectiveness
The sanatorium movement promoted isolation, rest and improved living conditions as a primary TB control strategy These protocols were difficult to implement in prisons due to overcrowding and poor ventilation
Robert Koch's research and discovery established the foundation for bacterial diagnosis and significantly advanced infection control and antimicrobial treatment strategies
Tuberculosis Stigma in Prison Populations and its Impact on Public Health
2020s
2000-2010
1993
1980s
Human Rights Reform
New Testing Methods
Global Emergency
Mass Incarceration Era
The introduction of rapid molecular testing allowed for faster diagnosis of TB in prisons This also helped to identify multi-drug resistant strains earlier In correctional facilities, faster diagnosis improved early isolation and treatment initiation, reducing transmission
Pandemic conditions increased stigma by portraying prisons as high risk disease environments The new focus on social determinants of health shifted the understanding of TB in prisons toward systemic causes rather than individual blame
These outbreaks reinforced stigma by linking TB with incarcerated populations and framing prisoners as high risk reservoirs of infection The stigma often overshadowed the underlying structural causes and healthcare neglect of incarcerated individuals
These policies highlighted prisons as high risk environements for TB transmission, drawing more public attention to incarcerated individuals While improving infection control, this focus also reinforced stigma by further associating TB with prisons and incarcerated individuals
The Covid 19 pandemic interrupted TB screening and reporting causing underdiagnosis followed by a rebound in casesPublic health policy began focusing more on social determinants of health in correctional facilities including overcrowding and inequity
In 1993 the World Health Organization declared Tuberculosis a global emergency due to rising drug resistant strains The CDC introduced specific TB control guidelines for prisons including screening, isolation protocols, and treatment standards
In the 1980s, war on drugs and tough on crime policies led to unprecedented prison population growth leading to major TB outbreaks in American prisons and an increase in multi drug resistant TB
The association of advanced testing reinforced perceptions of prisons as TB reservoirs However this advanced testing also supported a shift toward evidence based and nonjudgmental public health management
References
Alselwi 1, K. A. (2024, July 6). Understanding tuberculosis-related stigma: Impacts on patients, contacts, and society – a mixed study. Indian Journal of Medical Sciences. https://ijmsweb.com/understanding-tuberculosis-related-stigma-impacts-on-patients- contacts-and-society-a-mixed-study/#results Build interactive and gamified experiences. Genially.com. (n.d.). https://genially.com/ All Images Fullilove, R., Chang, R., & Cepeda, M. (2021, March 28). Mass Incarceration and Public Health. other. Retrieved 2021, from https://whatisglobalhealth.podcasts.library.columbia.edu/podcast/mass-incarceration-and- public-health-dr-robert-fullilove/. McKoy, J. (2023). Nearly half of tuberculosis cases in prisons worldwide go undetected. Nearly Half of Tuberculosis Cases in Prisons Worldwide Go Undetected | SPH. https://www.bu.edu/sph/news/articles/2023/nearly-half-of-tuberculosis-cases-in-prisons- worldwide-go-undetected/?utm_source=copilot.com Nyasulu, P. S., Hui, D. S., Mwaba, P., Tamuzi, J. L., Sakala, D. Y., Ntoumi, F., Maeurer, M., Goletti, D., Petersen, E., & Zumla, A. (2025). Global perspectives on tuberculosis in prisons and incarceration centers - Risk factors, priority needs, challenges for control and the way forward. IJID regions, 14(Suppl 2), 100621. https://doi.org/10.1016/j.ijregi.2025.100621 Placeres, A. F., de Almeida Soares, D., Delpino, F. M., Moura, H. S. D., Scholze, A. R., Dos Santos, M. S., Arcêncio, R. A., & Fronteira, I. (2023). Epidemiology of TB in prisoners: a metanalysis of the prevalence of active and latent TB. BMC infectious diseases, 23(1), 20. https://doi.org/10.1186/s12879-022-07961-8 World Health Organization. (2023). TB in Prisons. World Health Organization. https://www.who.int/teams/global-programme-on-tuberculosis-and-lung-health/tb- reports/global-tuberculosis-report-2023/featured-topics/tb-in- prisons?utm_source=copilot.com
Describe the topic and the contents that you will cover in class; do not forget to emphasize why the topic is interesting
With Genially templates, you can include visual resources to engage the class from minute one. You can also highlight key content to facilitate its assimilation and even embed external content that surprises and adds more context to the topic: videos, photos, audios... Whatever you want! Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for students to visualize it on any device and learn anywhere.
Here you can put a highlighted title.
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. Step-by-step interactive visual communication:
- Plan the structure of your communication.
- Hierarchy and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Down with boring and flat content in your classes: do it to motivate
- Improve understanding of any topic.
- Engage the whole class…
- And keep their attention until the end.
- Include visual elements appropriate to the topic.
- Show data and info in a visual way.
- Use interactivity to delve deeper into the concepts.
Here you canput a highlighted title
Do you need more reasons to use dynamic content in class? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate each student's thinking and creativity.
Down with boring and flat content in your classes: do it to motivate
- Improve understanding of any topic.
- Engage the whole class…
- And keep their attention until the end.
- Include visual elements appropriate to the topic.
- Show data and info in a visual way.
- Use interactivity to delve deeper into the concepts.
Here you can put a highlighted title.
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. Step-by-step interactive visual communication:
- Plan the structure of your communication.
- Hierarchy and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Visual communication interactive step by step
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Use graphics in your presentation. Data, figures, numbers… can also be displayed visually, interactively, and animated. And this has a great advantage: you will simplify the information and make it more understandable for the entire class.
Here you canput a highlighted title
Do you need more reasons to use dynamic content in class? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate each student's thinking and creativity.
Put a GREAT title here, something that captures the attention of the class
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. Implement Visual Thinking in the classroom with Genially: organize information and knowledge in a much easier and more visual way through images, graphs, infographics, and simple drawings. Now, that's how it's done!
Visual communication interactive step by step
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Use graphics in your presentation. Data, figures, numbers… can also be displayed visually, interactively, and animated. And this has a great advantage: you will simplify the information and make it more understandable for the entire class.
Describe the topic and the contents that you will cover in class; do not forget to emphasize why the topic is interesting
With Genially templates, you can include visual resources to engage the class from minute one. You can also highlight key content to facilitate its assimilation and even embed external content that surprises and adds more context to the topic: videos, photos, audios... Whatever you want! Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for students to visualize it on any device and learn anywhere.
Write a great headline
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. When giving a presentation, there are two objectives to pursue: convey information and avoid yawns. To achieve this, it may be a good practice to create an outline and use words and concepts that aid in the assimilation of the content.
Write a great headline
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. When giving a presentation, there are two objectives to pursue: convey information and avoid yawns. To achieve this, it may be a good practice to create an outline and use words and concepts that aid in the assimilation of the content.
Put a GREAT title here, something that captures the attention of the class
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. Implement Visual Thinking in the classroom with Genially: organize information and knowledge in a much easier and more visual way through images, graphs, infographics, and simple drawings. Now, that's how it's done!
Here you canput a highlighted title
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content moves. Step by step interactive visual communication:
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Here you canput a highlighted title
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content moves. Step by step interactive visual communication:
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Tuberculosis Stigma in Prison Populations and its Impact on Public Health
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Transcript
Tuberculosis Stigma in Prison Populations and its Impact on Public Health
Tuberculosis Stigma in Prison Populations and its Impact on Public Health
1940s-1970s
1920
1890
1882
The Antibiotic Revolution
Introduction of the BCG Vaccine
The Sanatorium Movement
Robert Koch Discovers Mycobacterium Tuberculosis
The use of the BCG vaccine was limited in United States correctional facilities due to policy preference for isolation and surveillance leading to continued spread of TB in prisons Prisons remained associated with TB stigma and persistant TB transmission despite emerging preventative tools
This paragraph is ready to be filled with incredible creativity, experiences, and stories.
Tuberculosis in the 1800s was often referred to as "consumption" because it causes weight loss and a pale appearance, which were interpreted as signs of weakness, poor self-control, or decay of the body and spirit. Because Tuberculosis was common in correctional institutions it became linked with undesirable behaviors and moral failure.
The emergence of multi-drug resistant TB and the HIV/AIDS epidemic in the 1990s reversed progress, increasing transmission risk and treatment complexity These developments reinforced stigma by linking TB with severe illness, social marginalization, and untreatable disease in vulnerable populations
In 1943 streptomycin became the first effective drug against TB By the 1960s care shifted from long term isolation to outpatient treatment In the 1970s TB rates in prisons declined and many TB wards closed
As TB spread rapidly in correctional facilities, prisons became associated with being sources of infection rather than recognizing structural conditions driving transmissionThis reinforced stigma linking TB with incarcerated people, framing them as dangerous carriers rather than patients needing treatment
The BCG vaccine is introduced as the first method of prevention against TB BCG provided partial protection against severe cases of TB but had variable effectiveness
The sanatorium movement promoted isolation, rest and improved living conditions as a primary TB control strategy These protocols were difficult to implement in prisons due to overcrowding and poor ventilation
Robert Koch's research and discovery established the foundation for bacterial diagnosis and significantly advanced infection control and antimicrobial treatment strategies
Tuberculosis Stigma in Prison Populations and its Impact on Public Health
2020s
2000-2010
1993
1980s
Human Rights Reform
New Testing Methods
Global Emergency
Mass Incarceration Era
The introduction of rapid molecular testing allowed for faster diagnosis of TB in prisons This also helped to identify multi-drug resistant strains earlier In correctional facilities, faster diagnosis improved early isolation and treatment initiation, reducing transmission
Pandemic conditions increased stigma by portraying prisons as high risk disease environments The new focus on social determinants of health shifted the understanding of TB in prisons toward systemic causes rather than individual blame
These outbreaks reinforced stigma by linking TB with incarcerated populations and framing prisoners as high risk reservoirs of infection The stigma often overshadowed the underlying structural causes and healthcare neglect of incarcerated individuals
These policies highlighted prisons as high risk environements for TB transmission, drawing more public attention to incarcerated individuals While improving infection control, this focus also reinforced stigma by further associating TB with prisons and incarcerated individuals
The Covid 19 pandemic interrupted TB screening and reporting causing underdiagnosis followed by a rebound in casesPublic health policy began focusing more on social determinants of health in correctional facilities including overcrowding and inequity
In 1993 the World Health Organization declared Tuberculosis a global emergency due to rising drug resistant strains The CDC introduced specific TB control guidelines for prisons including screening, isolation protocols, and treatment standards
In the 1980s, war on drugs and tough on crime policies led to unprecedented prison population growth leading to major TB outbreaks in American prisons and an increase in multi drug resistant TB
The association of advanced testing reinforced perceptions of prisons as TB reservoirs However this advanced testing also supported a shift toward evidence based and nonjudgmental public health management
References
Alselwi 1, K. A. (2024, July 6). Understanding tuberculosis-related stigma: Impacts on patients, contacts, and society – a mixed study. Indian Journal of Medical Sciences. https://ijmsweb.com/understanding-tuberculosis-related-stigma-impacts-on-patients- contacts-and-society-a-mixed-study/#results Build interactive and gamified experiences. Genially.com. (n.d.). https://genially.com/ All Images Fullilove, R., Chang, R., & Cepeda, M. (2021, March 28). Mass Incarceration and Public Health. other. Retrieved 2021, from https://whatisglobalhealth.podcasts.library.columbia.edu/podcast/mass-incarceration-and- public-health-dr-robert-fullilove/. McKoy, J. (2023). Nearly half of tuberculosis cases in prisons worldwide go undetected. Nearly Half of Tuberculosis Cases in Prisons Worldwide Go Undetected | SPH. https://www.bu.edu/sph/news/articles/2023/nearly-half-of-tuberculosis-cases-in-prisons- worldwide-go-undetected/?utm_source=copilot.com Nyasulu, P. S., Hui, D. S., Mwaba, P., Tamuzi, J. L., Sakala, D. Y., Ntoumi, F., Maeurer, M., Goletti, D., Petersen, E., & Zumla, A. (2025). Global perspectives on tuberculosis in prisons and incarceration centers - Risk factors, priority needs, challenges for control and the way forward. IJID regions, 14(Suppl 2), 100621. https://doi.org/10.1016/j.ijregi.2025.100621 Placeres, A. F., de Almeida Soares, D., Delpino, F. M., Moura, H. S. D., Scholze, A. R., Dos Santos, M. S., Arcêncio, R. A., & Fronteira, I. (2023). Epidemiology of TB in prisoners: a metanalysis of the prevalence of active and latent TB. BMC infectious diseases, 23(1), 20. https://doi.org/10.1186/s12879-022-07961-8 World Health Organization. (2023). TB in Prisons. World Health Organization. https://www.who.int/teams/global-programme-on-tuberculosis-and-lung-health/tb- reports/global-tuberculosis-report-2023/featured-topics/tb-in- prisons?utm_source=copilot.com
Describe the topic and the contents that you will cover in class; do not forget to emphasize why the topic is interesting
With Genially templates, you can include visual resources to engage the class from minute one. You can also highlight key content to facilitate its assimilation and even embed external content that surprises and adds more context to the topic: videos, photos, audios... Whatever you want! Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for students to visualize it on any device and learn anywhere.
Here you can put a highlighted title.
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. Step-by-step interactive visual communication:
Down with boring and flat content in your classes: do it to motivate
Here you canput a highlighted title
Do you need more reasons to use dynamic content in class? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate each student's thinking and creativity.
Down with boring and flat content in your classes: do it to motivate
Here you can put a highlighted title.
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. Step-by-step interactive visual communication:
Visual communication interactive step by step
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Use graphics in your presentation. Data, figures, numbers… can also be displayed visually, interactively, and animated. And this has a great advantage: you will simplify the information and make it more understandable for the entire class.Here you canput a highlighted title
Do you need more reasons to use dynamic content in class? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is moving. We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate each student's thinking and creativity.
Put a GREAT title here, something that captures the attention of the class
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. Implement Visual Thinking in the classroom with Genially: organize information and knowledge in a much easier and more visual way through images, graphs, infographics, and simple drawings. Now, that's how it's done!
Visual communication interactive step by step
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
- Establish a flow through the content.
- Measure the results.
Use graphics in your presentation. Data, figures, numbers… can also be displayed visually, interactively, and animated. And this has a great advantage: you will simplify the information and make it more understandable for the entire class.Describe the topic and the contents that you will cover in class; do not forget to emphasize why the topic is interesting
With Genially templates, you can include visual resources to engage the class from minute one. You can also highlight key content to facilitate its assimilation and even embed external content that surprises and adds more context to the topic: videos, photos, audios... Whatever you want! Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for students to visualize it on any device and learn anywhere.
Write a great headline
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. When giving a presentation, there are two objectives to pursue: convey information and avoid yawns. To achieve this, it may be a good practice to create an outline and use words and concepts that aid in the assimilation of the content.
Write a great headline
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. When giving a presentation, there are two objectives to pursue: convey information and avoid yawns. To achieve this, it may be a good practice to create an outline and use words and concepts that aid in the assimilation of the content.
Put a GREAT title here, something that captures the attention of the class
What you read: interactivity and animation can turn the most boring content into something fun. At Genially, we also create our designs to facilitate understanding and learning, so you can level up with interactivity and turn your content into something that adds value and engages. Implement Visual Thinking in the classroom with Genially: organize information and knowledge in a much easier and more visual way through images, graphs, infographics, and simple drawings. Now, that's how it's done!
Here you canput a highlighted title
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content moves. Step by step interactive visual communication:
Here you canput a highlighted title
Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content moves. Step by step interactive visual communication: