School performance and school behaviour of children affected by acquired immune deficiency syndrome (AIDS) in China

Abstract

It is generally recognized that the acquired immune deficiency syndrome (AIDS) epidemic will have a negative effect on orphans' school education. However, few studies have been carried out to examine the school performance and school behaviour of AIDS orphans and vulnerable children [children living with human immunodeficiency virus (HIV)-infected parents]. Using both self-report and teacher evaluation data of 1625 children from rural central China, we examined the impact of parental HIV/AIDS on children's school performances (academic marks, educational expectation and student leadership) and school behaviours (e.g. aggression, shyness/anxiety and assertive social skills). Results indicate that AIDS orphans and vulnerable children had disadvantages in school performance in comparison to their peers from the same community who did not experience AIDS-related death and illness in their family (comparison children). AIDS orphans had the lowest academic marks based on the reports of both children and teachers. From a teacher's perspective, educational expectation was significantly lower among AIDS orphans and vulnerable children than comparison children. AIDS orphans were significantly more likely to demonstrate aggressive, impulsive and anxious behaviours than non-orphans. Moreover, orphans have more learning difficulties. Vulnerable children were also at a disadvantage on most measures. The data suggest that greater attention is needed to school performance and behaviour of children affected by AIDS. The findings also indicate that AIDS relief and assistance programmes for children should go beyond school attendance and efforts should be made to improve their school performance and educational aspirations.

Keywords:

• AIDS orphans
• vulnerable children
• school performance
• school behaviour
• aggression behaviour
• China

Acknowledgements

The study described in this report was supported by NIH Research Grant R01MH76488 from the National Institute of Mental Health and the National Institute of Nursing Research. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Mental Health and the National Institute of Nursing Research.