A Qualitative Study on Educational Psychosocial Intervention to Learners with Sickle Cell Disease in Cameroon Schools

This study investigated the need for educational psychosocial intervention for learners with sickle cell disease. It further seeks to understand areas of psychosocial interventions and how education can support sickle cell patients psychologically and socially (psychosocially). The study was conducted at a sickle cell clinic using a descriptive case study design. A purposive sampling method was employed, and data were gathered through focus group discussions, each consisting of 12 participants, including learners and caregivers. Two separate groups participated in the study. The findings identified a significant need for psychosocial support among sickle cell patients and their caregivers. From the findings, educational psychosocial intervention is an important aspect that schools need to implement to reduce the level of psychological problems such as stress, anxiety, depression, withdrawal, suicide though, and many others. In addition, sociological interventions could help build team spirit, integration of learners in schools, care, and love among learners, and create more awareness of SCD. The implementation of psychosocial support to learners with SCD in school is that such learners will be encouraged and it will create awareness and reduce the load bounden SCD has put on its victims. Thereby educational inclusion for sustainable development will become a reality UNESCO, (2014).