Abstract
M.Ed.
This study explores the role of the Life Orientation (LO) teacher in addressing the emotional
needs of HIV/AIDS affected learners in the Intermediate and Senior Phases at two schools in
Gauteng. The study was executed in the Eldorado Park area of Gauteng Province in South
Africa, whereby two organisations, namely, HIV/AIDS Care Centre and HIV/AIDS and
Adolescence Care Centre, were involved. The sample in the study consisted of five learners
in the Intermediate and Senior Phases, all affected by HIV/AIDS; two caregivers, two social
workers and two teachers who are teaching these learners. I conducted interviews with the
two LO teachers at the two schools, who then identified learners affected by HIV/AIDS and
whose parents had already succumbed from this disease. After gaining consent from their
caregivers I then conducted interviews with both the caregivers and learners. These
participants then informed me about the centres with which they are linked in the
community, after which I approached the centres and requested to conduct interviews with
the social workers. The interviews with the social workers, teachers and caregivers form the
basis for my study of the emotional needs and basic emotions displayed by such learners
affected by HIV/AIDS. The first set of themes derived from my study are emotional needs
that learners display, emotions that learners display and coping strategies adopted by
learners in dealing with emotions. The next set of themes derived from my study are how
LO teachers ensure the effective functioning of their roles, what tools do LO teachers use to
ensure the effective functioning of their roles, how LO teachers tout the effective
functioning of their roles and what LO teachers do to stay abreast of developments in the
teaching fraternity. It was clear from the data collected that even though LO teachers
received training regarding HIV/AIDS, the training was insufficient to address the emotional
needs of orphans affected by HIV/AIDS. It also came to light that teachers wished to support
these learners but due to time constraints and over-crowded classes due to learner-teacher
ratio were unable to do so. The study suggests that more teachers should receive the
necessary training to better their skills for responding to the emotional needs of learners
affected by HIV/AIDS.