Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

Catherine Campbell, Louise Buhl Andersen, Alice Mutsikiwa, Erica Pufall, Morten Skovdal, Claudius Madanhire, Connie Nyamukapa, Simon Gregson

Research output: Contribution to journalJournal articleResearchpeer-review

6 Citations (Scopus)


We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.
Translated title of the contributionFaktorer som påvirker to folkeskolers HIV kompetence i Zimbabwes landdistrikter
Original languageEnglish
Article number41
JournalInternational Journal of Educational Development
Pages (from-to)226
Number of pages236
Publication statusPublished - 15 Mar 2015
Externally publishedYes

Cite this