ABSTRACT
In this article, we briefly describe the current epidemiology of HIV/AIDS among South African schoolchildren, as well as the neurocognitive, academic and psychosocial difficulties they experience. Cultural factors linked to HIV prevention and treatment are identified, and government and schools’ response to HIV/AIDS is outlined. We then evaluate what has been done thus far to address these issues in the educational, healthcare, and government contexts. In conclusion, we point to recommendations for how school psychologists and other school-based professionals can work with affected children, families, communities, agencies and governments to effect change.
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Additional information
Notes on contributors
Kate Cockcroft
Kate Cockcroft is a Professor in the Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, where she obtained her PhD. Her research and teaching are situated in the overlapping areas of Cognitive Psychology, Neuropsychology, Developmental Psychology and Psychological Assessment. Kate’s scholarly work addresses theoretical and practical issues of local and global relevance related to the relationship between executive functioning and multilingualism, as well as the malleability of executive functions in children and adolescents with HIV/AIDS and neurodevelopmental disorders.
Nafisa Cassimjee
Nafisa Cassimjee is an Associate Professor in the Department of Psychology, Faculty of Humanities, University of Pretoria, Pretoria, where she obtained her PhD. Her research and teaching are positioned in the areas of Clinical Neuropsychology and Neuropsychological Assessment. During the past decade, she has been actively involved as a consultant and researcher, focusing on the clinical application of deep brain stimulation for movement and psychiatric disorders at a medical center in South Africa.