While the adverse effects of HIV and AIDS on female care-givers in southern Africa have been well documented, there are too few examples of more nuanced analyses, which reflect not only adversity and challenges, but also positive responses, perspectives and experiences. By discussing findings of qualitative research conducted with nine female carers of children in South Africa's Kwazulu-Natal province, one of the world's most HIV-affected regions, this paper explores two themes, focusing mainly on older (grandmother) carers: (a) their strength and resourcefulness in responding to adversity to ensure their families' survival and (b) their leadership role in affronting HIV and related stigma within their own families. These two themes unfold through insights provided by the stories of two study participants, which are discussed in the context of the broader study findings and literature. The aim of this research is both to add to experiential data on the much-debated notion of ‘resilience’ and further challenge the stereotype of older carers or ‘rural African grandmothers’ as passive victims of a changing world, rather than key agents of change. While terms such as ‘coping strategies’ and ‘resilience’ should be used cautiously, it is important to consider carers' short-term responses to the many challenges faced, with a view to constructively informing interventions.

This paper reports an evaluation of the implementation of the School Health Policy (SHP) in Botswana schools. Historically, school health originated with a concern for the number of children being excluded from school owing to communicable diseases. In 1999, the three ministries, Ministry of Health, Ministry of Education and Ministry of Local Government, developed the Botswana School Health Policy and Procedures Manual. The school health services are organized at national, district and local levels. The purpose of the evaluation was to explore how school health services were delivered in schools in Botswana. Data on current practices on school health were collected using observations, field notes and interviews of various school personnel in 27 schools located in the Gaborone district, and surrounding villages using the assessment guide in the SHP. Content analysis was used to analyse the data. Several challenges to implementing the school health policy were identified, for example, lack of human resources, lack of equipment supplies, lack of health knowledge among teachers, as well as organizational problems. This has budgetary implications for Botswana at both central and district levels. Commitment of all stakeholders in all ministries concerned would also improve the implementation of school health services.