I hid my genotype from friends to avoid stigma – Lead City University first-class graduate with sickle cell

Amblest Kanu, a graduate of Medical Laboratory Science, Faculty of Clinical Sciences, Lead City University, Oyo State, tells AYOOLA OLASUPO about some of the challenges he faced as a sickle cell patient before earning a first-class degree, his motivations, and advocacy.

Can you tell us about yourself?

I am a first-class graduate from the Department of Medical Laboratory Science, Lead City University, Ibadan. I’m a former student union president, a patient, and an advocate for sickle cell anaemia.

What was your CGPA?

I graduated in the Class of 2024 with a CGPA of 4.94.

How did it feel to graduate with a first-class degree?

It made me feel like nothing is impossible. When I entered the university, my plan from the very first day was to finish with a first class. I never envisioned the kind of CGPA I would have because I knew that living with sickle cell anaemia would make things very tough for me, but along the way, I achieved more than I expected.

Each semester, my results kept improving, which made me feel better. I consistently achieved a GPA of 5.0, and that motivated me to keep pushing to do better until the very end. So, it’s really a great feeling to finish with a first class.

I wanted to finish with a first class, but I never believed I would achieve such a high CGPA because of my health condition. I just wanted to prove that having sickle cell anaemia doesn’t mean you can’t finish with a first class. It doesn’t mean you can’t participate in other activities at school. My goal was to prove others wrong, and I ended up achieving more than I thought I would, so it really made me feel good.

Did you face any stigma from people about your health condition?

Yes, I faced that a lot. The thing with sickle cell anaemia patients is that people automatically assume there are certain things we cannot do. They think there are roles we cannot fulfil or fields we cannot pursue. Realising that people held this mindset was really frustrating for me, and because of that, I took on multiple leadership roles.

There was a time when I was the student president. I wouldn’t say classmates, because my friends wouldn’t speak like that, but some people said I couldn’t do it because of my health condition, claiming I was only making things worse for myself by taking on multiple leadership roles, not just being student president.

While I was also the academic director, I faced the same questions. People kept saying I was making things worse for myself, that I was giving myself unnecessary problems. Since they thought I couldn’t do it, I just kept taking on multiple leadership roles to prove them wrong.

How did you deal with the stigma?

I am a very competitive person. So, whenever I heard or saw such comments, my response was not to shy away from them. I kept doing more to prove them wrong. The more I heard such things, the more I took on different roles, trying to show that what they were saying or thinking was wrong.

Did you face any health crises during your time at school?

Yes, I faced a major crisis. There was a time during my second year when I was supposed to sit for a test, and that was the first time I had to be admitted to the clinic. Initially, I used to hide my genotype from my friends, but that night, the crisis was so severe that my friends were really surprised to see me screaming. They didn’t know I was a sickle cell patient, and I ended up being admitted to the clinic.From that day, they knew about my genotype. I kept having crises during that period. That second semester, I had back-to-back crises. It was a lot for me, but that was just the beginning. It got worse in my third and fifth years. In my third year, I was rushed to the clinic because of a crisis. While at the clinic, I had a 25-hour-long crisis, and it was so bad.

The crisis was relentless, and despite being given medication, it wouldn’t subside. Then, at around 1 am, my oxygen level dropped drastically. I had to be transferred from the school clinic to the University College Hospital (UCH), Ibadan, in an ambulance because it was an emergency, and my mum had to come to my school.

When I arrived at UCH, the crisis was overwhelming, but my mum wasn’t satisfied with how they were managing my condition. From UCH, I was transferred to the Federal Medical Centre in Lagos, where my mum works. I spent two months in the hospital and was only able to resume when the second-semester tests began. The funny thing is that I still had a 5.0 that semester. I resumed just as the tests started, even though I missed out on a lot.

Was that the most severe crisis you had?

The most severe one was when I had hip replacement surgery. Before the surgery, I was suffering from excruciating leg pain, which occurred when I was in my fourth year. I went for an MRI scan and was told my hip was deteriorating, and I needed a replacement.

I had to manage the pain because I was in school, and I still had exams to take. Then, just two weeks before starting my fifth year, I had the surgery. This was just before I resumed as the student president. I came back two weeks after the surgery, with the incision on my leg and the staples still in place.

When you had a crisis in your third year, spent two months recovering, and returned to school, how did you manage to maintain your 5.0 CGPA despite missing classes?

One thing about me is that, because of my condition, I know I cannot predict when I’m going to fall ill or when something is going to happen. So, before the semester began, I made sure to read as much as I could whenever I had the strength. I love my course, so it was easy for me to read.

Before my third year, during my second-year holiday, I read everything I knew would be covered in my third-year courses. So, when I resumed, it felt like a breeze because I had already covered the material.

During the two months I was in the hospital, it was difficult not attending classes, especially practicals. However, since I had already read most of the material before the semester, it was easy for me to sit for the tests and exams. All I needed was a revision, and I also had good friends to help me.

Whenever I missed a class, I could easily speak to the lecturer, and they would catch me up on what I had missed. When I resumed, the week tests had already started, but I went to the Head of Department and the lecturer for the practicals. She brushed me up and gave me the notes I needed. My course mates and roommates also helped.

Did your personal experiences with sickle cell influence your choice to study Medical Laboratory Science?

Yes, it’s the main reason I studied Medical Laboratory Science. I discovered I had sickle cell anaemia when I was in primary school. One day, while playing with my mum’s phone, I came across information about sickle cell anaemia. I read a lot about hematology, and from there, I developed an interest in working in a lab, studying, and doing more research on it. That’s what made me passionate about Medical Laboratory Science.

What were the biggest academic challenges you faced as a sickle cell patient?

I faced multiple academic challenges, but I can’t point to one specific challenge as the biggest. Perhaps the most difficult was the practical course in my third year because it required me to be present. I resumed late, and that was particularly challenging because the course was worth four units.

Managing a chronic condition while excelling academically requires resilience; what strategies did you use to balance your health, extracurricular activities, and studies?

I viewed my health, leadership roles, and academics as a challenge. I wanted to prove that being a sickle cell patient doesn’t mean you’re constantly ill or at a disadvantage. I wanted to show that not only could I earn a first-class degree, but I could also take on multiple leadership roles.

There was no real need for me to “balance” them. I embraced them as challenges. I made sure I did everything I could despite my condition. When it came to academics, I knew I could break down at any time, so I read whenever I had the strength. It wasn’t stressful because I love the course. As for leadership, the reason I took on many leadership roles was that I enjoy them, and I enjoy academics.

I took on academic leadership roles, such as being the academic director, to show that having sickle cell isn’t a disadvantage. You can take on those roles and perform them effectively.

Was there any special reading formula you adopted?

I had several reading strategies, but I don’t think they would work for everyone. They really worked for me, though. I usually wake up early in the morning to read, but my best time is around 3 am. I don’t just read because I have an exam; I read because I love the course.

Before the semester started, I would collect notes and past questions from seniors and read everything. If it were like watching a movie that we all loved and then being asked to write an exam about it, it would be easy. People talk about movies and sports they love. I made sure I liked my course, so reading wasn’t difficult.

Was there any moment you would never forget?

Yes, one moment I’ll never forget was when I broke down in school during my second year. I had a crisis that evening. I had a test, and I was prepared for it, so I took a painkiller that afternoon, but it didn’t work.

I took another one in the evening, but it wasn’t helping, and I couldn’t sleep. Eventually, I thought I was going to pass out from the pain and stress. I thought if I passed out, all the pain would go away.

Are you saying you had suicidal thoughts?

Yes. I had those thoughts, but what stopped me was the presence of my roommate. I didn’t want to be the reason that others might think it was an option to end their pain. I didn’t actually attempt suicide, but I kept shouting and searching for a way to make the pain stop. I didn’t want to end my life, but I just wanted to pass out. It was really a lot to deal with.

How did your family, friends, or lecturers contribute to your success?

My parents were incredibly helpful. There were times when my crises were back to back, and I was moving between the clinic and the exam hall. Whenever I got to an exam hall and my pain started, I could make an excuse, take my medication, and then go back to the hall. The medication worked fast, so that helped a lot.

My lecturers and family understood the type of person I am and my health struggles. If I wasn’t in class, they would know something had happened because I didn’t usually miss classes. Some lecturers would even call to check on me. My Head of Department would also make sure I was okay.

My friends were a big help, too. They would assist me with getting medication when I was in pain. Some of my friends visited me in the clinic, especially when I was in my fifth year, so I wouldn’t be alone. My friends made sure I had support during those times.