HIV/AIDS psychosocial support services framework for educators, orphans, vulnerable learners and policy makers in the Kingdom of Eswatini

Abstract

Background In Eswatini, the high number of orphaned and vulnerable children (OVC), especially in primary schools, spurred demand for the provision of psychosocial support services. The government identified educators to act as secondary caregivers of psychosocial support to OVC within the learning environment, in addition to their pedagogical duties of providing teaching and learning instruction. The MoET (MoET) adopted the idea of caring for OVC after a Southern Africa Development Community (SADC) Ministry of Education meeting, and the provision of psychosocial support services to OVC is now part of the Ministry’s policy. The high HIV/AIDS prevalence which has affected 26% of the population aged 15-59 years and left 45% of children orphaned and vulnerable left about 55 000 children below the age of 8 years as OVC and in dire need of psychosocial support. Based on the above scenario, the study explored the effect of educator psychosocial support services at both Early Childhood Care and Education (ECCE) centres and primary schools in the rural setting of the Kingdom of Eswatini. Aim of the study The aim of the study was to explore the factors that hinder the educators to effectively deliver holistic psychosocial support needs to orphaned and vulnerable learners affected by HIV/AIDS in disadvantaged rural schools of Eswatini and ultimately develop a contextual framework for managing the delivery of psychosocial support services within ECCE centres and primary schools. Methodology An exploratory, sequential, mixed- methods design was used for the study in all four regions in Eswatini. Data was collected in two phases. In the qualitative phase, in-depth interviews were conducted with 16 participants from multisectoral linkages with psychosocial care and support (PSS) expertise and seven focus group discussions were held with 55 OVC. Both sets of samples were purposefully selected from key stakeholders in the provision of psychosocial support services. The thematic analysis approach was used to analyse the qualitative data. The findings of the qualitative Phase 1 were used to develop items for a structured questionnaire that was used in Phase 2 (quantitative stage) of the study. The quantitative phase of the study gathered educators’ perspective of implementing psychosocial support services in addition to their pedagogical duties. Results The study revealed that educators failed to effectively manage and deliver holistic PSS services that fulfil various needs of orphans and vulnerable learners. Educators focused more on providing nutritional and play activity services that fulfilled only physical and social belonging needs more than providing integrated PSS services in an integrated approach. The current education sector policy is not effectively implemented to enhance collaborative efforts involving other OVC linkage stakeholders including those within the school communities to complement educator efforts. The rural ECCE centres still operated with minimal support from the MoET. The MoET failed to address factors that led to ineffective PSS services. This resulted in educators failing to deliver holistic psychosocial services. In order to mitigate the highlighted problems, the study designed and proposed a contextual psychosocial support framework for educators, orphans, vulnerable learners and policymakers in Eswatini.