Influence of HIV and AIDS psychosocial stressors prevalence on Girl-Child education in Kenya

Abstract

The need to address psychosocial stressors of HIV and AIDS implication on girls’ education led to this advocacy and participatory study. The study was on girls the infected with HIV or affected by HIV and AIDS psychosocial stressors. The study investigated the prevalence of psychosocial stressors of HIV and AIDS among girls in schools, the coping strategies adopted by infected or affected girls and the psychosocial support available to the girls. The purpose of the study was to investigate the prevalence and impact of psychosocial stressors of HIV and AIDS on girls’ education in Kenya. The theoretical framework was Transactional theory of Coping Process and Cognitive Psychosocial Stressors Prevalence Model (CPSPM) was developed during the study. The study adopted mixed approach research methodology. The target population was 773 affected girls’ between the ages of 11-19 years in primary, secondary schools and those who had dropped out of school in Maseno division. Purposive sampling technique was used to identify girls infected or affected by the HIV and AIDS in schools while snowballing technique was used to trace 15 girls who had left school prematurely. The study sampled 148 teachers and 294 infected or affected girls and the Maseno education officer. Pilot study was done and test re-tests in Kisumu East district in five schools to establish the validity and reliability of the instruments of the study. Data was collected using questionnaire, document analysis, observation and interviews. The cross tabulation and χ2 (CHI-SQUARE) was used for data analysis while hypotheses were tested at significance level of 0.05. The study established that prevalence of HIV and AIDS psychosocial stressors index to be 80% prevalence. The psychosocial stressors were identified as isolation, discrimination, grief, low concentration, absenteeism, poor coping strategies which have led to poor academic performance and dropping out of school altogether. Psychosocial support offered to girls by NGO’s and the government ministries in support provision is lacking. The findings can be used as a basis by stakeholders to strategize on provision of psychosocial support and build resilience using CPSPM among girls to be able to realize their full potential in school and become self actualized individuals who are a resource to the community and the nation.