The changing role of the primary school teacher in Swaziland in the context of HIV/AIDS: teacher as caretaker and economic provider.

Nxumalo, Nomathemba C.; Wojcicki, Janet M.; Magowe, Mabel

doi:10.4314/mmj.v27i1.8

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…To facilitate school attendance for HIV-positive youth, a study conducted in Swaziland [28] found that teachers promoted non-discrimination in class, provided materials like food and clothes to children in addition to extra hours to support HIV-positive children in class. The National HIV/AIDS policy for Uganda also provides for school attendance, nondiscrimination and support of all vulnerable children in school including those with HIV/AIDS.…”

Section: Introductionmentioning

confidence: 99%

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators

Kimera

Vindevogel²,

Kintu

et al. 2020

BMC Public Health

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Background: The globally recognized socioeconomic benefits of education have stirred many countries in Sub-Saharan Africa like Uganda to promote universal access to schooling by removing fiscal barricades for those in primary and secondary schools. However, the proportion of Youth Living With HIV/AIDS (YLWHA) missing school, studying with difficulties and dropping out of school in Uganda has been observed to be higher than that of other youth. This study aimed at understanding the barriers and facilitators for YLWHA in Uganda to attend school. Methods: We conducted a qualitative inquiry with 35 purposively selected YLWHA aged 12 to 19 years, including 16 females at three accredited Antiretroviral Therapy (ART) treatment centres in Kabarole district in Western Uganda. Individual semi-structured interviews were tape-recorded, transcribed verbatim and subjected to thematic inductive analysis. Results: We identified five main themes in which barriers to attend school were reported and four main themes in which facilitators were reported by participants. The main themes for barriers were: 1) management of ART and illnesses, 2) fear, negative thoughts and self-devaluation, 3) lack of meaningful and supportive relationships, 4) reactionary attitudes and behaviours from others at school, 5) financial challenges. The main themes for facilitators were: 1) practical support at school, home and community, 2) counselling, encouragement and spirituality, 3) individual coping strategies, 4) hopes, dreams and opportunities for the future. Conclusion: Most of the barriers reported arose from HIV-related stigma and financial challenges whose genesis transcends school boundaries. While YLWHA reported measures to cope, and support from other people, these were non-sustainable and on a limited scale due to disclosure apprehension at school and the indiscretion of those who learnt about their status. To promote supportive school environments for YLWHA, integrated curricular and extracurricular interventions are necessary to increase HIV knowledge, dispel misconceptions about HIV and consequently transform the school community from a stigmatizing one to a supportive one.

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Section: Introductionmentioning

confidence: 99%

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators

Kimera

Vindevogel²,

Kintu

et al. 2020

BMC Public Health

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“…The burden of HIV on these children has been researched widely, especially in relation to the role of the family, health care providers and the health care workers 14 , 15 , 16 , 17 , 18 , 19 ; however, not much has been reported on the experience of the school-going child with HIV, particularly in a low socio-economic environment with a high prevalence of HIV such as Eswatini. In the area of exploring the schooling experience of the child with HIV, there is a need to understand how these children experience living with HIV, accessing and adhering to ART and treatment of ailments.…”

Section: Introductionmentioning

confidence: 99%

Exploring the experiences of school-going children with HIV in Eswatini: A qualitative inquiry

Nxumalo,

van Rensburg,

Jacobs

2024

African Journal of Primary Health Care & Family Medicine

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Background Infection by human immunodeficiency virus (HIV) is a major disease in children, affecting an estimated 1.8 million children and adolescents worldwide. Eswatini has the highest prevalence of HIV in the world. Only 76% of children in Eswatini are on anti-retroviral treatment. Aim This study aimed to gain an in-depth understanding of the lived experience of school-going children with HIV in Eswatini. Being aware of these children’s experiences can assist schools in supporting them. Setting The study was conducted in four primary health care facilities in Eswatini. Methods Employing a qualitative, exploratory, descriptive research design, 12 school-going children with HIV were interviewed through semi-structured face-to-face interviews. The data were coded, categorised and clustered into themes and sub-themes using Georgi’s data analysis. Ethical considerations and measures to ensure trustworthiness were adhered to throughout the study. Results The findings revealed three themes: Experiences after HIV disclosure, experience of disclosure and discrimination, and experience of desire to fulfil educational needs. Six sub-themes were identified: A feeling of sadness and worry relating to knowledge of HIV diagnosis, a desire to disclose their status to their teachers but not to their peers, a need for protection against discrimination, a desire to learn, illness affecting their learning and expectation for teachers to be supportive in their educational needs. Conclusion and contribution The findings of the study guided recommendations that may assist, the Eswatini Ministry of Health, schools, parents and caregivers, and siblings to support school-going children with HIV.

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Educator self-perceived life skills education implementation practices: An exploratory study

Ntinda

Dlamini

2019

Journal of Psychology in Africa

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The changing role of the primary school teacher in Swaziland in the context of HIV/AIDS: teacher as caretaker and economic provider.

Cited by 4 publications

References 8 publications

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators

Experiences and perceptions of youth living with HIV in Western Uganda on school attendance: barriers and facilitators

Exploring the experiences of school-going children with HIV in Eswatini: A qualitative inquiry

Educator self-perceived life skills education implementation practices: An exploratory study

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