WHAT KEEPS VULNERABLE CHILDREN IN SCHOOL? A LOOK AT RESILIENCE IN ZAMBIA PSS Forum, September 2015, Zimbabwe Margaret Henning, Kelvin Munjile, Lisa Langhaug

2  Sub-Saharan Africa remains the epicenter for the global HIV and AIDS epidemic During the 30 years of the global HIV epidemic, an estimated 17 million children lost one or both parents due to HIV. - 90% of them live in sub-Saharan Africa.  Mortality form AIDS and associated infections has created a generation of orphans This situation negatively affects economic and health improvements in the region - Existing research shows direct correlations between OVC and increases in - Child labour - Child prostitution - Sexual exploitation - Juvenile delinquency BACKGROUND School drop out

WHAT DOES 34 MILLION CHILDREN LOOK LIKE? Source: Children on the Brink, 2002 Estimated % of children under 15 years who are orphaned, 2001

4  Growing body of research also highlights the important role that schools can play in supporting OVC needs.  This research set out to understand: How OVC children fare compared, to other non-OVC in terms of school attendance Determine what factors appear to mediate differences between OVC children and non-HIV/AIDS OVC in school attendance. Determine what factors predict child school attendance among OVC affected households. Understand resilience in relation to OVC and school attendance. Background (cont’d)

5  Looked for protective factors for OVCs that contribute to improved school  Used quantitative & qualitative data collection  Quantitative 2009 National Zambia Sexual Behavior Survey - data collected from a nationally-representative household sample of interviews for 475 OVC households compared to 1,176 non-OVC households. 475 OVC HH = 888 school aged children 1,176 non OVC HH = 3,296 school aged children  Qualitative 6 focus groups with school-attending OVC (16 males,18 females). METHODS

6  Quantitative - Focus of the analysis was on 24 items that examine support to OVCs - Outcome was school attendance. All or none variable (yes if all school aged children are attending school; no if any of them are not) Continuous variable: the proportion of school aged children attending school »Can look at correct grade for age, what grade they achieve prior to dropping out.  Qualitative Examined transcripts thematically ANALYSIS

KEY: ***p<.001; **p<.01; *p<.05; ~p<.10

9  In a fully specified model: Having a pair of shoes Being older Living in an urban household Having more household amenities Having a flush toilet  In addition Living in an OVC household was a protective factor for school attendance (OR=1.69 [1.25,2.29] But, being an OVC in that household decreased your likelihood of school attendance (OR=.67 [.48,.96]  There is a negative relationship between OVC school attendance and step-parents. ADDITIONAL RESULTS All related positively to current school status

10  OVCs expressed appreciation when teachers understand their home situation and help them  Flexibility translates to being appreciated or “feeling welcome”:  “…a teacher that will let you wear a jersey if you don’t have a uniform or the [uniform] you have is not fit [not in good shape] for school. This will allow me to still come to school.” - Government School Child (OVC) QUALITATIVE DATA -1

11  Qualitative data highlights the concern that HIV/AIDS affected children expressed, about stepparents that was addressed by their teachers’ when staying with a stepmother they will be ill-treated it’s hard to move about” [OVC girl, age unknown] “Step parents, will tell the child to sell banana's and fetch water, the child is too tired for school.” QUALITATIVE DATA - 2

12 WHY IS IT IMPORTANT TO DEVELOP RESILIENCE? Leads to positive health outcomes: Healthier and longer lives, happier in their relationships, more successful in school, less likely to be depressed Over the last five or so years, a number of international meetings have addressed the construct of resilience. International research indicates: a common set of resilience factors to promote resilience in their children. Adults and older children use more resilience promoting supports, inner strengths and interpersonal skills than younger children in promoting resilience within themselves Respondents vary individually in use of the factors, largely depending on the situation. Socio-economic level contributed very little to variations in responses.

13 HOW RESILIENCE WORKS  Resilience is a universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity.  The crises children face both within their families and in their communities can overwhelm them. With resilience, children can triumph over trauma; without it, trauma (adversity) triumphs.  While outside help is essential in times of trouble, it is insufficient. Children need love and trust, hope and autonomy which they can only get from internal structures like family, friends, community members.

14 RESILIENCE FRAMEWORK

15 WHAT HELPS TO BUILD RESILIENCE Outside support A bond with a caring adult Positive role models Opportunities to learn Opportunities to participate meaningful activities Inner strength Self-control Critical thinking Confidence Responsibility and participation

16  Modifiable levers, individual, policy, programs, education, outside organizations.  providing appropriate system-level support to school administrators and teachers.  There is also an opportunity to develop a systematic protocol to determine “at risk children affected by HIV/AIDS” and a formal intervention process.  There is an opportunity to explore models for education and community collaboration. For example, community support groups or models that might help identify and address some of the factors that influence OVC’s and school attendance. WHERE ARE OUR LEVERAGE POINTS?

17 THANK YOU