“It's because they care”: understanding pathways to classroom concentration problems among HIV-affected children and youth in Western Kenya

Abstract

Children and young people living in households affected by HIV are experiencing poorer educational outcomes compared to their peers. This article explores how different forms of marginalisation interface and manifest themselves in classroom concentration problems, undermining their education. This mixed qualitative methods study was conducted with teachers and pupils from three primary and three secondary schools in the Siaya County of Western Kenya. Specifically, it involved 18 teachers through individual interviews and 51 HIV-affected children and youth through individual interviews (n = 47) and Photovoice (n = 51). Verbatim transcripts were imported into NVivo10 for thematic indexing and analysis. The analysis revealed three core pathways to classroom concentration problems amongst HIV-affected pupils. One, a general ‘lack of care’ and neglect in the context of household poverty and illness, meant that many of the participating pupils went to school hungry, unable to follow classes. Others were teased by peers for looking visibly poor, and felt anxious when in school. Two, some HIV-affected pupils play a key role in keeping their household afloat, generating food and income as well as providing practical support. ‘Caregiving’ pupils often reported coming to school exhausted, with limited physical and mental energy left for learning. Three, many participating pupils had their minds at home (‘caring about’). They were concerned about sick or frail household members, thinking about their next meal and care needs. Although the pupils demonstrated an admirable attentiveness to the needs of others, this came at a heavy price, namely their ability to concentrate in class. The paper argues that care ethics, household poverty and familial HIV are central to understanding the classroom concentration problems of HIV-affected pupils. To ensure school-going children and youth affected by HIV have the same opportunities as their peers, education initiatives must simultaneously alleviate both household poverty and other challenges pertaining to familial HIV.

HIV-Exposed Uninfected Children: A Systematic Review on Psychological Well-Being and Association with School Performances in Africa

“…A study from Namibia and Swaziland [18] reported that schools generally did not meet HEU children's needs and most of them dropped out of school due to teachers' violent behavior and ostracism from their teachers and peers. In addition, social issues such as bullying, discrimination, and stigma for HIV families were very frequent, and teachers also confirmed that those were among the main causes for dropping out of school [18] Studies from Kenya and Zimbabwe [23,62] showed that the lack of supportive adults, household responsibilities, and child abuse and neglect impacted school attendance in HIVaffected children. In particular, the qualitative study from Kenya [23] collected teachers' interviews, which mostly explained that pupils had to provide medicine and food for their HIV-sick parents every day.…”

“…In addition, social issues such as bullying, discrimination, and stigma for HIV families were very frequent, and teachers also confirmed that those were among the main causes for dropping out of school [18] Studies from Kenya and Zimbabwe [23,62] showed that the lack of supportive adults, household responsibilities, and child abuse and neglect impacted school attendance in HIVaffected children. In particular, the qualitative study from Kenya [23] collected teachers' interviews, which mostly explained that pupils had to provide medicine and food for their HIV-sick parents every day. Moreover, if caregivers were bedridden, they also had to take care of their basic needs, such as hygiene.…”

“…Alternatively, if enrolled, they may not attend regularly due to their home duties. Most of them are constantly worried about their sick parents at home; this causes concentration problems in the classroom, which undermine the student's school success [23]. A systematic review at a global scale of HEU children's school outcomes describes how the affected children drop out of school when a family member is ill or dead [24].…”

Time-related circumstances define youths' self-management following the unexpected loss of a family member to HIV/AIDS

“…(Sad face with tears in the eyes.) (P10, female, 25 years old, college student) Skovdal 35 asserts that a child or young person who has experienced HIV/AIDS-related issues is likely to have low educational achievements. These children struggle to focus in class, which lowers their grades, causes them to miss class frequently, or even quit school altogether.…”

Children and HIV – a hop (hopefully), a skip (lamentably) and a jump (ideally)?

“…Goldberg and Short ( 2016 ) explore whether Kenyan mothers in HIV-affected households were willing to foster homeless children. HIV can disrupt functioning in many ways and the paper by Skovdal ( 2016 ) explores why HIV-affected children have classroom concentration problems and consequently poorer educational outcomes. Hensels et al ( 2016 ) focus on gender differences in children attending community-based organisations in Malawi and South Africa, highlighting that for younger children there are many similarities across the gender divide, but when there are differences, it is boys who are disadvantaged and overlooked – perhaps prompting the equity needs of boys to be maintained, although girls have often been the target of interventions.…”