The contribution of schools to supporting the well being of children affected by HIV in eastern Zimbabwe

Pufall, Erica L.; Gregson, Simon; Eaton, Jeffrey W.; Masoka, Tidings; Mpandaguta, Edith; Andersen, Louise Buhl; Skovdal, Morten; Nyamukapa, Constance; Campbell, Catherine

doi:10.1097/qad.0000000000000339

Cited by 16 publications

(12 citation statements)

References 28 publications

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“…The Manicaland cohort has provided a valuable resource and platform for the design and implementation of a number of trials of HIV control interventions and collaborative projects led by independent researchers. These include trials of peer education among female sex workers and their clients (1998–2003) 3 and conditional and unconditional cash transfers to support orphans and vulnerable children (2009–2011), 68 studies on HIV and migration, 37 69 and innovative studies on HIV competent schools 70 71 and on patterns of social contacts that influence the spread of infectious diseases in children. 72…”

Section: Collaborations and Future Directionsmentioning

confidence: 99%

Documenting and explaining the HIV decline in east Zimbabwe: the Manicaland General Population Cohort

et al. 2017

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PurposeThe Manicaland cohort was established to provide robust scientific data on HIV prevalence and incidence, patterns of sexual risk behaviour and the demographic impact of HIV in a sub-Saharan African population subject to a generalised HIV epidemic. The aims were later broadened to include provision of data on the coverage and effectiveness of national HIV control programmes including antiretroviral therapy (ART).ParticipantsGeneral population open cohort located in 12 sites in Manicaland, east Zimbabwe, representing 4 major socioeconomic strata (small towns, agricultural estates, roadside settlements and subsistence farming areas). 9,109 of 11,453 (79.5%) eligible adults (men 17-54 years; women 15–44 years) were recruited in a phased household census between July 1998 and January 2000. Five rounds of follow-up of the prospective household census and the open cohort were conducted at 2-year or 3-year intervals between July 2001 and November 2013. Follow-up rates among surviving residents ranged between 77.0% (over 3 years) and 96.4% (2 years).Findings to dateHIV prevalence was 25.1% at baseline and had a substantial demographic impact with 10-fold higher mortality in HIV-infected adults than in uninfected adults and a reduction in the growth rate in the worst affected areas (towns) from 2.9% to 1.0%pa. HIV infection rates have been highest in young adults with earlier commencement of sexual activity and in those with older sexual partners and larger numbers of lifetime partners. HIV prevalence has since fallen to 15.8% and HIV incidence has also declined from 2.1% (1998-2003) to 0.63% (2009-2013) largely due to reduced sexual risk behaviour. HIV-associated mortality fell substantially after 2009 with increased availability of ART.Future plansWe plan to extend the cohort to measure the effects on the epidemic of current and future HIV prevention and treatment programmes. Proposals for access to these data and for collaboration are welcome.

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Section: Collaborations and Future Directionsmentioning

confidence: 99%

Documenting and explaining the HIV decline in east Zimbabwe: the Manicaland General Population Cohort

et al. 2017

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“…Schools do have a role to play in supporting and protecting students facing hardship (UNICEF, 2009;Tang et al, 2009;Pufall et al, 2014). But as this discussion suggests, how this role is defined, resourced and enacted in different contexts remains unresolved.…”

Section: Schools As Nodes Of Supportmentioning

confidence: 99%

Beyond education: What role can schools play in the support and protection of children in extreme settings?

Skovdal

Campbell

2015

International Journal of Educational Development

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This paper seeks to contribute to the development of the field of 'schools in extreme settings' as a specific problem space for research that informs school-focused policies and interventions to support children in adversity. Through a review of articles in this issue of International Journal of Education Development, we argue that such a field can facilitate a much needed discussion on the role of schools in supporting and protecting vulnerable children, highlighting how schools both contribute to and actively address disadvantages and hardship facing children. We end the paper by charting out key research areas for the field. We caution against earmarking schools and teachers as actors responsible for ameliorating the impacts of complex social problems in the absence of efforts to embed schools in supportive local community, national and global responses to support such a trend.

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“…Boys and girls with a higher level of school attachment had a significantly lower level of depressive symptoms. The role of school transcends that of a place that provides only academic guidance for the OVC [50]. School is a place where OVC can find comfort and connect with their peers.…”

Section: Discussionmentioning

confidence: 99%

What are The Factors Associated with Depressive Symptoms among Orphans and Vulnerable Children in Cambodia?

Ong¹,

Yi²,

Tuot³

et al. 2017

Instit. Child. Explor. and Beyo.

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The contribution of schools to supporting the well being of children affected by HIV in eastern Zimbabwe

Abstract: General and HIV-specific school quality may enhance the well being of primary school-age children in eastern Zimbabwe. Local community context also plays an important role in child well being.

Cited by 16 publications

References 28 publications

Documenting and explaining the HIV decline in east Zimbabwe: the Manicaland General Population Cohort

Documenting and explaining the HIV decline in east Zimbabwe: the Manicaland General Population Cohort

Beyond education: What role can schools play in the support and protection of children in extreme settings?

What are The Factors Associated with Depressive Symptoms among Orphans and Vulnerable Children in Cambodia?

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