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Children of parents with human immunodeficiency virus (HIV) are at-risk for a variety of negative outcomes, including poor educational achievement. The multi-level, resilience-based ChildCARE intervention has been found to yield short-term improvement in a number of school-related variables for children affected by parental HIV. However, no studies have examined whether educational gains persist. Thus, this study evaluated whether children who received the ChildCARE intervention displayed better educational outcomes than children assigned to a control group at 24-, 30-, and 36-months post-intervention. We enrolled 790 Chinese children affected by parental HIV in a four-arm randomized controlled trial to evaluate the intervention components of ChildCARE. Children and their caregivers were randomized to a control group, child-only intervention, child + caregiver intervention, or child + caregiver + community intervention. School outcomes at 24-, 30-, and 36-months suggested limited support for the efficacy of the intervention to yield sustained improvements in educational outcomes. Findings highlight the need for comprehensive and coordinated efforts that involve caregivers, communities, and schools to support children made vulnerable by parental HIV in China and around the world. [ABSTRACT FROM AUTHOR]

Children affected by parental HIV/AIDS are at-risk for poor school outcomes including reduced attendance, lower grades, and lower school satisfaction compared to unaffected peers. Resilience-based interventions offer promise to improve functioning across a number of domains. A four-arm randomized controlled trial was conducted with 790 children affected by parental HIV/AIDS in rural, central China to examine the effects of a multi-level, resilience-based intervention (i.e., ChildCARE) on school outcomes. Child and caregiver dyads were randomized to a control group, child-only intervention, child + caregiver intervention, or child + caregiver + community intervention. School outcomes at 6-, 12-, and 18-months suggest that participation in the ChildCARE program yielded improvements in academic performance, school satisfaction, and school interest. Opportunities for school psychologists to engage in psychosocial and educational intervention for children impacted by HIV/AIDS are discussed. [ABSTRACT FROM AUTHOR]