The contribution of schools to supporting the well being of children affected by HIV in eastern Zimbabwe
Abstract
Schools are often cited as a source of support for orphans and children affected by HIV/AIDS in populations experiencing generalized HIV epidemics and severe poverty. This study investigates the success of schools at including and supporting the wellbeing of vulnerable children in rural Zimbabwe.
Data from a cross-sectional household survey of 4577 children (aged 6–17 years), conducted between 2009 and 2011, were linked to data on the characteristics of 28 primary schools and 18 secondary schools from a parallel monitoring and evaluation facility survey.
Two measures of school quality were constructed (one general and one HIV-specific) and used multivariable regression to test whether these were associated with improved educational outcomes and wellbeing for vulnerable children.
The study concluded that general and HIV-specific school quality may enhance the wellbeing of primary school-age children in eastern Zimbabwe. Local community context also plays an important role in child wellbeing.
Citation
Pufall, E.; Gregson, S.; Eaton, J.W.; Masoka, T.; Mpandaguta, E.; Andersen, L.; Skovdal, M.; Nyamukapa, C.; Campbell, C. The contribution of schools to supporting the well being of children affected by HIV in eastern Zimbabwe. AIDS (2014) 28: S379-S387. [DOI: 10.1097/QAD.0000000000000339]