Implementation of evidence-based teaching and psychological evaluation of primary school children in a high HIV endemic setting: the case of Botswana

The three chapters in the present PhD thesis are based on 1 manuscript under review; 1 published paper; and another manuscript in preparation. The first is an overview of the existing literature on HEU and HIV-affected children (children living in an HIV-positive environment) and their psychological well-being in association with school performance. The second paper is a pilot case study exploring the use of Frequency Building, Precision Teaching, and positive reinforcement in a special school in Gaborone, Botswana, with children with neurodevelopmental disabilities. The last study is a case-control study on HEU and HUU children. The aim was to investigate if improving the reading performance (applying Frequency Building and Precision Teaching) of HEU and HUU students increased their self-esteem, happiness, and hope. Ethical approval was obtained from the Ethics Commission of the Department of Developmental and Social Psychology of the Sapienza University of Rome, from the Botswana Ministry of Education, and the Botswana Ministry of Health and Wellness.