London: Institute of Social Psychology, London School of Economics and Political Science, 2012. 9 p.
Technical report for Zimbabwe Schools Project
Aim: To establish an overview of school-based interventions carried out to support the health and well-being of vulnerable children in Zimbabwe and similar socio-economic contexts in sub-Saharan Africa. Methods: A literature search was carried out in Web of Knowledge using combinations of the following search terms: support, intervention, school, child, Zimbabwe, sub-Saharan Africa, health, well-being, inclusion and enrolment. A total of 12 articles were identified as relevant to the research question and included in this review. Findings: Interventions in sub-Saharan Africa have been successful in implementing health knowledge at schools. Whereas a few studies have acknowledged the potential of schools to go beyond knowledge and facilitate a supportive and caring environment for vulnerable children, they tend to refer to studies reporting on externally implemented and resourced interventions. Limited attention has been given to the psychosocial well-being of children and children’s own experiences of school environments. Conclusion: Existing literature needs to be supplemented with research exploring pathways through which schools in challenging socio-economic contexts manage to support HIV-affected children by drawing on already available resources and by involving local communities. Furthermore, more in-depth qualitative research from children’ is needed in order to understand the needs of HIV-affected children and how they themselves experience ways in which schools support them to cope with adversity in their everyday lives.
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