Exploring the implementation of HIV/AIDS policies for learner support in Western Cape schools in South Africa

Abstract

Introduction: Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) remains a critical public health concern globally, with Sub-Saharan Africa most profoundly impacted. South Africa requires schools to implement HIV/AIDS policies aimed at supporting affected learners. This study investigates how these policies are enacted in Western Cape schools, emphasizing the scope and limitations of the support offered. Methods: Employing the Ecological Systems Theory, a qualitative study was conducted between July 2020 and March 2021, with a purposeful sample of 40 participants, comprising 20 School Management Team members and 20 Life Orientation (LO) teachers. Data were collected via semi-structured interviews and analyzed thematically via Atlas Ti.V8. Results: Results revealed six major themes focusing on critical factors such as educator preparedness, stigma, resource shortages, leadership variation, external partnerships, and gaps between policy and practice. Although HIV/AIDS policies provide a vital framework for learner support, their effectiveness is undermined by inconsistent training, persistent stigma, insufficient funding, and variable leadership commitment. Conversely, strong internal mechanisms, such as School-Based Support Teams, and collaborative ties with non-government organizations (NGOs) and healthcare providers significantly bolster policy execution. Discussion: The findings highlight the necessity of integrating HIV/AIDS policies into the everyday practices of schools, anchored by comprehensive training, adequate resources, and proactive leadership. This would ultimately promote Sustainable Development Goal 3 on Good health and well-being. Conclusion: Recommendations include intensifying educator professional development, implementing targeted anti-stigma initiatives, securing consistent resource allocation, and expanding external collaborations, thereby offering valuable insights into future research and interventions aimed at enhancing support for HIV/AIDS -affected learners.