Educational outcomes of family-based HIV-infected and affected children from Maharashtra, India

Parchure, Ritu; Jori, Vijaya; Kulkarni, Sanjeevani; Kulkarni, Vinay

doi:10.1080/17450128.2016.1218097

Cited by 10 publications

(17 citation statements)

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“…Some studies have highlighted the negative effect of adverse living conditions on school enrolment and academic performance (6,8,9,(21)(22)(23). In our study, low caregiver educational level was significantly associated with disrupted school trajectories, but no significant difference was found according to the household's financial situation or type of living area (rural or urban).…”

Section: Discussionmentioning

confidence: 44%

“…In the TEEWA survey, school attendance was high, above 85%, for both ALPHIV and controls, in the upper range compared to other studies in various age groups (8)(9)(10)(11)(12)14). However, among adolescents living in family settings, school attendance was lower among ALPHIV than among general population controls (83% vs. 94%, respectively).…”

Section: Discussionmentioning

confidence: 56%

“…Studies carried out in low-income countries also found a significant association between HIV-infection and disrupted schooling after adjustment on socio-economic factors (8,9,14). In a recent study in South Africa, Fotso et al found that HIV-infection significantly reduced adolescent school attainment and that contextual factors could only explain 18% of the attainment gap (8).…”

Section: Discussionmentioning

confidence: 99%

“…Perinatally HIV-infected children and adolescents often experience difficult living circumstances, such as parental loss, foster care, poverty and stigmatization, which can also have a negative impact on their educational achievements (6). However, studies on their educational achievements are heterogeneous in terms of age groups, study populations, access to ART, outcomes and comparison group (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17).…”

Section: Introductionmentioning

confidence: 99%

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School trajectory disruption among adolescents living with perinatal HIV receiving antiretroviral treatments: a case-control study in Thailand

Merville

Puangmala²,

Suksawas

et al. 2020

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Background: In the HIV/AIDS pandemic, the perinatally HIV-infected children, who are surviving to adolescence, constitute a particular group, with specific needs to manage HIV disease and to prepare their future. Adolescents living with perinatal HIV (ALPHIV) often experience difficult living circumstances that can impact educational achievement and thus, insertion in the adult life. We explore the school trajectories of ALPHIV and determine the relative contribution of HIV-infection and the contextual environment to their schooling situations.Methods: We used data from the Teens Living With Antiretrovirals (TEEWA) study, a cross-sectional case-control study, conducted from 2011 to 2014 in Thailand. We analysed data for 707 ALPHIV (cases) aged 12–19 years, receiving antiretroviral therapy in 20 hospitals throughout Thailand and 689 HIV-uninfected adolescents (controls) living in the same institutions or, for those living in family settings, randomly selected in the general population and individually matched for sex, age and residence. Schooling disruption was defined as ≥1 year academic delay or early school dropout. Logistic regression was used to assess factors independently associated with schooling disruption and to estimate the attributable fraction of school disruption related to HIV-infection. We used multivariate imputations by chained equations to manage missing data and we performed two sensitivity analyses to evaluate the reliability of our main model.Results: ALPHIV were 5 times more likely to experience schooling disruption than controls after adjustment on sociodemographic factors ( ORA=5.2 [3.7-7.2]). About 50% of schooling disruption could be attributed to HIV-infection. Boys and adolescents living in institutions were more likely to experience schooling disruption (ORA =1.8 [1.3-2.4] and ORA =11.0 [7.7-15.8], respectively). Among ALPHIV, mental and growth delays were significantly associated with schooling disruption (ORA =3.3 [2.1-5.2] and =1.8 [1.3-2.6], respectively). For ALPHIV living in family, schooling disruption was also associated with stigmatization experiences (ORA =1.9 [1.2-3.1]) and caregiver’s low education (ORA =2.1 [1.1-3.9]). Conclusions: HIV and contextual factors combine to aggravate ALPHIV educational disadvantage. Further research is needed to clarify the pathways leading to a disrupted school trajectory among ALPHIV. The impact of this educational disadvantage on their life prospects, especially regarding access to higher education and professional achievement, should be explored in future research.

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Section: Discussionmentioning

confidence: 44%

Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School trajectory disruption among adolescents living with perinatal HIV receiving antiretroviral treatments: a case-control study in Thailand

Merville

Puangmala²,

Suksawas

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…One of the mechanisms that affect children's schooling is HIV‐related sickness. Studies included in this review showed that HIV‐infected children attended fewer school days (Mayes et al ., ; Cohen et al ., ; Anabwani et al ., ), dropped out of school more frequently (Bele et al ., ; Parchure et al ., ), were more likely not to be in the correct grade for their age or to have repeated a grade (Bandason et al ., ; Henning et al ., ), and had low grades while in school (Ellis, ). These results indicate that physical illness is the main barrier to HIV‐infected children's schooling.…”

Section: Discussionmentioning

confidence: 99%

Effects of Hiv/Aids on Children's Educational Attainment: A Systematic Literature Review

Zinyemba

Pavlova

Groot

2019

Journal of Economic Surveys

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Over the last three decades, 35 million people have died of AIDS. As a result, HIV/AIDS has brought about a significant reduction in human capital, especially in sub-Saharan Africa. Several studies have examined the effects of HIV/AIDS on human capital, in particular educational attainment. These studies have examined different countries, datasets, and educational outcomes. This systematic literature review provides a comprehensive up-to-date overview of peer-reviewed papers published in English by focusing on the main mechanisms that influence the effects of HIV/AIDS on educational outcomes. These are sickness of the child, orphanhood, and sickness of parents. The results show that educational outcomes of HIV-infected children, AIDS orphans, and children with HIV-infected parents are affected differently. HIV-infected children mainly miss school days due to illness and medical appointments, and orphans mainly face financial problems and lack motivation in their education, while children with HIV-infected parents may have to take care of their sick parents or face financial problems that affect their education. Distinguishing these groups of children could help to formulate policies that adequately improve schooling outcomes of these vulnerable children.

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Cognitive and academic performance of rural Zambian youth exposed to HIV

et al. 2022

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Educational outcomes of family-based HIV-infected and affected children from Maharashtra, India

Cited by 10 publications

References 9 publications

School trajectory disruption among adolescents living with perinatal HIV receiving antiretroviral treatments: a case-control study in Thailand

School trajectory disruption among adolescents living with perinatal HIV receiving antiretroviral treatments: a case-control study in Thailand

Effects of Hiv/Aids on Children's Educational Attainment: A Systematic Literature Review

Cognitive and academic performance of rural Zambian youth exposed to HIV

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