Exploring the Implementation of HIV/AIDS Policies for Learner Support in Western Cape Schools in South Africa

Introduction Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) remains a critical public health concern globally, with Sub-Saharan Africa most profoundly impacted. South Africa requires schools to implement HIV/AIDS policies aimed at supporting affected learners. This study investigates how these policies are enacted in Western Cape schools, emphasizing the scope and limitations of the support offered. Methods Employing the Ecological Systems Theory, a qualitative study was conducted between July 2020 and March 2021, with a purposeful sample of 40 participants, comprising 20 School Management Team members and 20 Life Orientation (LO) teachers. Data were collected via semi-structured interviews and analyzed thematically via Atlas Ti.V8. Results Results revealed six major themes focusing on critical factors such as educator preparedness, stigma, resource shortages, leadership variation, external partnerships, and gaps between policy and practice. Although HIV/AIDS policies provide a vital framework for learner support, their effectiveness is undermined by inconsistent training, persistent stigma, insufficient funding, and variable leadership commitment. Conversely, strong internal mechanisms, such as School-Based Support Teams, and collaborative ties with non-government organizations (NGOs) and healthcare providers significantly bolster policy execution. Discussion The findings highlight the necessity of integrating HIV/AIDS policies into the everyday practices of schools, anchored by comprehensive training, adequate resources, and proactive leadership. This would ultimately promote Sustainable Development Goal 3 on Good health and well-being. Conclusion Recommendations include intensifying educator professional development, implementing targeted anti-stigma initiatives, securing consistent resource allocation, and expanding external collaborations, thereby offering valuable insights into future research and interventions aimed at enhancing support for HIV/AIDS -affected learners.