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HIV-Exposed Uninfected Children: A Systematic Review on Psychological Well-Being and Association with School Performances in Africa

Author

Listed:
  • Marina Mensi

    (Department of Developmental and Social Psychology, Sapienza University of Rome, 00185 Rome, Italy)

  • Alain Ahishakiye

    (Capacity Building Team, Mental Health Centre, University of Rwanda, Kigali P.O. Box 4285, Rwanda
    Section of Epidemiology, Department of Public Health, Institut de Santé et de Développement, Cheikh Anta Diop University, Dakar 10700, Senegal
    Department of Social Medicine, Harvard University, Boston, MA 02115, USA)

  • Katharine Journeay

    (Research Program on Children and Adversity, School of Social Work, Boston College, Boston, MA 02467, USA)

  • Roberto Baiocco

    (Department of Developmental and Social Psychology, Sapienza University of Rome, 00185 Rome, Italy)

  • Theresa Stichick Betancourt

    (Research Program on Children and Adversity, School of Social Work, Boston College, Boston, MA 02467, USA)

  • Giacomo M. Paganotti

    (Botswana-University of Pennsylvania Partnership, P.O. Box 45498, Riverwalk, Gaborone, Botswana
    Division of Infectious Diseases, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
    Department of Biomedical Sciences, University of Botswana, Private Bag UB 0022, Gaborone, Botswana)

Abstract

There is a growing number of children affected by HIV in Africa. Research on HIV-exposed uninfected children (HEU) is also growing. This systematic review focuses on the psychological well-being of HEU and its association with school intervention, outcomes, and enrollment in the African context, which is where the rate of HIV reaches its highest levels. Research on public databases was conducted according to PRISMA standards. Only studies on HEU primary school children in Africa, both quantitative and qualitative, were included. Out of 1510 papers retrieved, 50 met the inclusion criteria. These studies demonstrate that HEU children are more likely to perform worse in school compared to their counterparts who were not exposed to HIV and to show poorer concentration in the classroom. Children with parents suffering from AIDS are worried for them and have to take household responsibility, resulting in school dropouts, juvenile work, and risky behaviors. Few interventions have been conducted in the school environment with some of them being successful; therefore, future research should involve schools to create an inclusive environment where HEU children could enhance their potential and improve their psychological health.

Suggested Citation

  • Marina Mensi & Alain Ahishakiye & Katharine Journeay & Roberto Baiocco & Theresa Stichick Betancourt & Giacomo M. Paganotti, 2023. "HIV-Exposed Uninfected Children: A Systematic Review on Psychological Well-Being and Association with School Performances in Africa," IJERPH, MDPI, vol. 20(3), pages 1-16, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:2499-:d:1052065
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    References listed on IDEAS

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    1. Dana Charles McCoy & Evan D Peet & Majid Ezzati & Goodarz Danaei & Maureen M Black & Christopher R Sudfeld & Wafaie Fawzi & Günther Fink, 2016. "Early Childhood Developmental Status in Low- and Middle-Income Countries: National, Regional, and Global Prevalence Estimates Using Predictive Modeling," PLOS Medicine, Public Library of Science, vol. 13(6), pages 1-18, June.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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