Skovdal Morten
a Department of Public Health , University of Copenhagen , Copenhagen , Denmark.
AIDS Care. 2016 Mar;28 Suppl 2(sup2):42-8. doi: 10.1080/09540121.2016.1159651.
Children and young people living in households affected by HIV are experiencing poorer educational outcomes compared to their peers. This article explores how different forms of marginalisation interface and manifest themselves in classroom concentration problems, undermining their education. This mixed qualitative methods study was conducted with teachers and pupils from three primary and three secondary schools in the Siaya County of Western Kenya. Specifically, it involved 18 teachers through individual interviews and 51 HIV-affected children and youth through individual interviews (n = 47) and Photovoice (n = 51). Verbatim transcripts were imported into NVivo10 for thematic indexing and analysis. The analysis revealed three core pathways to classroom concentration problems amongst HIV-affected pupils. One, a general 'lack of care' and neglect in the context of household poverty and illness, meant that many of the participating pupils went to school hungry, unable to follow classes. Others were teased by peers for looking visibly poor, and felt anxious when in school. Two, some HIV-affected pupils play a key role in keeping their household afloat, generating food and income as well as providing practical support. 'Caregiving' pupils often reported coming to school exhausted, with limited physical and mental energy left for learning. Three, many participating pupils had their minds at home ('caring about'). They were concerned about sick or frail household members, thinking about their next meal and care needs. Although the pupils demonstrated an admirable attentiveness to the needs of others, this came at a heavy price, namely their ability to concentrate in class. The paper argues that care ethics, household poverty and familial HIV are central to understanding the classroom concentration problems of HIV-affected pupils. To ensure school-going children and youth affected by HIV have the same opportunities as their peers, education initiatives must simultaneously alleviate both household poverty and other challenges pertaining to familial HIV.
与同龄人相比，生活在受艾滋病毒影响家庭中的儿童和年轻人的教育成果较差。本文探讨了不同形式的边缘化如何相互作用，并在课堂注意力问题中表现出来，从而影响他们的教育。这项混合定性方法研究是在肯尼亚西部锡亚亚县的三所小学和三所中学的教师和学生中进行的。具体来说，通过个人访谈涉及了18名教师，通过个人访谈（n = 47）和照片声音法（n = 51）涉及了51名受艾滋病毒影响的儿童和青年。逐字记录被导入NVivo10进行主题索引和分析。分析揭示了受艾滋病毒影响学生课堂注意力问题的三个核心途径。其一，在家庭贫困和疾病背景下普遍存在的“缺乏关爱”和忽视，意味着许多参与研究的学生饿着肚子上学，无法跟上课程。其他人因看起来明显贫困而被同龄人嘲笑，在学校时感到焦虑。其二，一些受艾滋病毒影响的学生在维持家庭生计方面发挥着关键作用，生产食物、赚取收入并提供实际支持。“照顾家庭”的学生经常报告说上学时疲惫不堪，几乎没有精力用于学习。其三，许多参与研究的学生心思在家里（“牵挂着”）。他们担心生病或体弱的家庭成员，想着下一顿饭以及照顾需求。尽管这些学生对他人的需求表现出令人钦佩的关注，但这付出了沉重代价，即他们在课堂上集中注意力的能力。本文认为，关怀伦理、家庭贫困和家庭艾滋病毒感染对于理解受艾滋病毒影响学生的课堂注意力问题至关重要。为确保受艾滋病毒影响的学龄儿童和青年享有与同龄人相同的机会，教育举措必须同时缓解家庭贫困以及与家庭艾滋病毒感染相关的其他挑战。
