Schooling for children living with human immunodeficiency virus in a community in KwaZulu-Natal, South Africa: Perceptions of educators and healthcare workers.
HIV
South Africa
children
educators
healthcare workers
school
Journal
The South African journal of physiotherapy
ISSN: 2410-8219
Titre abrégé: S Afr J Physiother
Pays: South Africa
ID NLM: 9816433
Informations de publication
Date de publication:
2020
2020
Historique:
received:
14
10
2019
accepted:
12
05
2020
entrez:
25
8
2020
pubmed:
25
8
2020
medline:
25
8
2020
Statut:
epublish
Résumé
Children living with human immunodeficiency virus (HIV) are faced with challenges, such as social and contextual barriers in society, resulting from their disabilities. Schooling and education, which are crucial for children's future livelihoods, are areas in which children living with HIV often experience exclusion within South African communities. Educators and healthcare professionals, through collaborative efforts, could influence schooling by improving access and care for children living with HIV. To explore the perceptions of educators and healthcare workers on schooling for children living with HIV in a semi-rural community in South Africa. Semi-structured interviews were held, with eight healthcare workers and eight educators, adopting an explorative qualitative approach. Data from the interviews were transcribed and analysed using content analysis. Four overarching themes were identified: the influence of living with HIV on school readiness and progression; stakeholder support practices to enhance bonding and bridging; obstacles to support; and future directives to foster success at school for children living with HIV. Educators and healthcare workers felt that social determinants, including poverty and stigma, as well as comorbidities of the virus, influenced the school readiness of children living with HIV. Bonding with children and partnering with caregivers was seen as crucial for fostering successful schooling. Additionally, interdisciplinary collaboration between healthcare workers and educators was seen as important for a holistic approach to caring for children living with HIV. Early identification of disabilities was also believed to be important in addressing the social barriers hindering schooling.
Sections du résumé
BACKGROUND
BACKGROUND
Children living with human immunodeficiency virus (HIV) are faced with challenges, such as social and contextual barriers in society, resulting from their disabilities. Schooling and education, which are crucial for children's future livelihoods, are areas in which children living with HIV often experience exclusion within South African communities. Educators and healthcare professionals, through collaborative efforts, could influence schooling by improving access and care for children living with HIV.
OBJECTIVES
OBJECTIVE
To explore the perceptions of educators and healthcare workers on schooling for children living with HIV in a semi-rural community in South Africa.
METHODS
METHODS
Semi-structured interviews were held, with eight healthcare workers and eight educators, adopting an explorative qualitative approach. Data from the interviews were transcribed and analysed using content analysis.
RESULTS
RESULTS
Four overarching themes were identified: the influence of living with HIV on school readiness and progression; stakeholder support practices to enhance bonding and bridging; obstacles to support; and future directives to foster success at school for children living with HIV.
CONCLUSION
CONCLUSIONS
Educators and healthcare workers felt that social determinants, including poverty and stigma, as well as comorbidities of the virus, influenced the school readiness of children living with HIV. Bonding with children and partnering with caregivers was seen as crucial for fostering successful schooling.
CLINICAL IMPLICATIONS
CONCLUSIONS
Additionally, interdisciplinary collaboration between healthcare workers and educators was seen as important for a holistic approach to caring for children living with HIV. Early identification of disabilities was also believed to be important in addressing the social barriers hindering schooling.
Identifiants
pubmed: 32832709
doi: 10.4102/sajp.v76i1.1405
pii: SAJP-76-1405
pmc: PMC7433225
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1405Informations de copyright
© 2020. The Authors.
Déclaration de conflit d'intérêts
The authors declare no conflict of interests.
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