Alignment with other organisations, policies, and the SDGs

“CK operates within a broader ecosystem of mental health, education, and child protection services in South Africa. Its success and sustainability depend on how well it complements, harmonises, and coordinates with other actors while ensuring that it adds value without duplicating efforts.

CK’s work is complementary to existing government-led school psychosocial support programmes, particularly those implemented under the Integrated School Health Policy (ISHP) and the National Mental Health Policy Framework (2023-2030). These policies emphasise school-based mental health services, yet resource limitations prevent the Department of Basic Education (DBE) and Department of Social Development (DSD) from fully addressing the demand. CK fills this critical gap by embedding mental health professionals in schools and delivering trauma-informed support that aligns with national priorities. However, while CK enhances service delivery, it does not yet formally integrate into government programmes, which could lead to parallel but uncoordinated efforts rather than a fully harmonised approach.

Beyond government initiatives, other non-governmental organisations (NGOs) and community-based interventions play a role in the same space. Organisations such as the South African Depression and Anxiety Group (SADAG), Childline SA, and Lifeline provide counselling services, crisis intervention, and suicide prevention programmes. While these interventions address similar mental health concerns, they tend to operate outside of school environments. CK distinguishes itself by focusing within schools, ensuring that learners receive support in their daily learning environment, which can lead to earlier intervention and more sustained support. There is an opportunity for stronger collaboration between CK and these organisations, particularly in referrals, training, and shared resources, to expand reach and avoid service fragmentation.

CK also adds value by integrating parent and educator training into its interventions, which is not a common focus in other school-based mental health initiatives. By equipping teachers and caregivers with knowledge and skills to support learners, CK extends the impact beyond individual counselling sessions and fosters a more supportive school and home environment.

In addition to its alignment with national policies, CK contributes directly to multiple Sustainable Development Goals (SDGs), reinforcing global commitments to mental health, education, and social equity.

• • SDG 3 (Good Health & Well-being): CK promotes mental health support for children and adolescents, which aligns with global efforts to ensure healthy lives and promote well-being at all ages. By offering accessible psychosocial services in schools, CK helps reduce mental health disparities and improve children’s emotional resilience.
  • SDG 4 (Quality Education): The intervention contributes to inclusive and equitable quality education by removing emotional and psychological barriers to learning. Studies show that untreated mental health issues hinder academic performance and retention rates, so CK plays a crucial role in ensuring learners remain engaged in school.
  • SDG 5 (Gender Equality): By addressing trauma, gender-based violence (GBV), and social inequalities, CK aligns with global efforts to empower vulnerable children, particularly girls who may face disproportionate risks.
  • SDG 10 (Reduced Inequalities): CK expands mental health access in underserved communities, addressing the inequities that prevent marginalised learners from receiving adequate psychosocial support.”     m&esure