About the study
The research project has explored the possibilities and implications for schools to facilitate optimal school access and support the health and well-being of children affected HIV/AIDS and poverty. The study was conducted in predominantly rural areas in eastern Zimbabwe employing a multi-method approach with a combination of qualitative and quantitative research methods.
The quantitative component of the study measured levels and variability in the success of local schools in including and supporting the well-being (nutrition, physical, mental and sexual health,
perceived self-efficacy and positive social participation) or girls and boys affected by severe overty and HIV/AIDS. This was based on secondary analysis of data from a population-based survey of 4,577 children (2006-2008) and of linked data collected from 46 local schools in a
parallel HIV service facility survey.
The qualitative component of the study carried out case studies from 3 primary schools, and 3 secondary schools in rural Zimbabwean communities during the period July 2012 to June 2013 using in-depth interviews, focus group discussions, photo voice, participant observation and draw-and-write exercises to explore community perceptions on the role of schools in supporting children affected by HIV.
The study is funded by ESRC-DFID
The quantitative component of the study measured levels and variability in the success of local schools in including and supporting the well-being (nutrition, physical, mental and sexual health,
perceived self-efficacy and positive social participation) or girls and boys affected by severe overty and HIV/AIDS. This was based on secondary analysis of data from a population-based survey of 4,577 children (2006-2008) and of linked data collected from 46 local schools in a
parallel HIV service facility survey.
The qualitative component of the study carried out case studies from 3 primary schools, and 3 secondary schools in rural Zimbabwean communities during the period July 2012 to June 2013 using in-depth interviews, focus group discussions, photo voice, participant observation and draw-and-write exercises to explore community perceptions on the role of schools in supporting children affected by HIV.
The study is funded by ESRC-DFID