“It's because they care”: understanding pathways to classroom concentration problems among HIV-affected children and youth in Western Kenya

Figures & data

Table 1. Research methods used with the sample of participants.

Participants and data collection methods	Primary school (age 10–17)		Secondary school (age 15–20)		Total
	Male	Female	Male	Female
Orphaned and vulnerable pupils (n = 51)
Photovoice	12	14	12	13	51
In-depth interviews	10	10	14	13	47
Teachers (n = 18)
In-depth interviews	6	3	3	6	18

Table 2. Thematic network analysis: from basic themes to global theme.

Basic theme	Issues discussed in codes	Organising themes	Global themes
Neglect and lack of basic necessities	Impoverished home environments Lack of adult care	‘Lack of care’ leaves children and youth lethargic and anxious	Pathways to poor school concentration
Go to school with empty stomachs	Food is a prerequisite for learning Lack of food at home Cannot concentrate because of empty stomachs
Poor social relations	Children are teased by peers Family in-fights and disagreements
Pre-occupied keeping the family afloat by offering practical support	Busy providing care for sick or frail household members Work to generate food and income Life is stressful and hectic	‘Caregiving’ leaves children and youth exhausted
Physically and mentally exhausted from caregiving	Feeling tired Lack of energy
Concerned about the needs of members in their household	Worry about a sick or frail household member Wonder how they can best help the household member Fear the household member needs help	‘Caring about’ household members preoccupies their mind
Mind focused on preparing the next meal	Households depend on their economic contribution Stress about the next meal for their household
Fear the death of a loved one	Worry they will return home to find their loved one deceased Have images of loved ones suffering and dying

Figure 1. Drawing by Lucy.