Exploring teachers' experiences in interacting with HIV+ learners in the foundation phase Gauteng East schools

Abstract

The HIV and AIDS pandemic presents many challenges to education in South African schools. The South African National Department of Education declared itself a central player in addressing many challenges presented by HIV and AIDS in schools. A significant challenge in this context lies in the need to enhance teachers’ experiences and capacity in interacting with HIV+ learners in the Foundation Phase within Gauteng East schools. The main purpose of this study was to explore the experiences of teachers in interacting with foundation phase learners who are HIV+. Data were collected through qualitative in-depth face-to-face interviews with ten teachers who were purposefully chosen to participate in the study. Two theories were employed in this study - theory of planned behaviour, with regard to understanding the factors that influence how teachers perceive, intend, and behave when interacting with HIV+ learners, and the intergroup contact theory - were adopted to help in creating strategies and interventions that will boost communication, foster understanding, and lessen stigma in creating inclusive and encouraging learning environments for HIV+ learners. The data revealed three themes and sub-themes; the themes are: (i) Navigating clinical, social, and emotional challenges (ii) The need for improved preparation and systemic support; and (iii) Pathways to improvement: recommendations for policy and practice. The study found that there are complex realities in teachers’ experiences in interacting with foundation phase HIV+ learners in Gauteng East schools. The participating teachers have been confronted with challenges that extend beyond conventional pedagogic roles, as they must navigate issues of learner medical non-compliance, stigma, and learners’ emotional distress, often without adequate institutional or professional support. Recommendations have been proposed for educational institutions and policymakers to improve support for HIV+ learners in schools. The study is significant because it provides empirical insights into how HIV-related issues are negotiated in early childhood classrooms, an area that is still understudied, by emphasising teachers' lived experiences.