Following a series of focus groups and interviews, across provinces, key findings included the following excerpt:

The CK project addresses significant developmental and psychosocial challenges in South African schools, particularly in socio-economically disadvantaged areas. Challenges include mental health issues, substance abuse, self-harm, bullying, violence, family dysfunction, and limited emotional support. By integrating accessible psychosocial support into schools, CK aligns with national and local priorities, directly responding to the needs of learners, educators, and communities.

CK’s strategy and activities—such as crisis response, counselling sessions, Anchoring life-skill workshops, and capacity-building training—are tailored to the specific needs of learners, schools, and communities. Stakeholder involvement has been central to the project’s planning and implementation, ensuring that CK remains relevant and effective. Educators and principals report significant improvements in learner behaviour, academic outcomes, emotional wellbeing, and school culture, validating CK’s approach.

The project’s strategy, objectives, and assumptions are appropriate and effectively support achieving intended outcomes. CK activities consistently align with desired impacts, reducing barriers to learning, enhancing educational outcomes, and addressing broader community. Stakeholders advocate for the continued expansion of CK, recognizing its crucial role in addressing systemic psychosocial and educational needs across South African schools.

The CK model aligns closely with key national and regional policy frameworks, including South Africa’s National Development Plan (NDP) 2030, the Integrated School Health Policy, the Department of Health’s Ministerial Advisory Committee recommendation and the Department of Basic Education’s strategic priorities. The NDP emphasises youth wellness, educational equity, crime prevention, and social cohesion—all areas directly targeted by CK interventions.

Respondents indicated that CK is able to fill gaps left due to limited public sector supply:

“Government departments cannot offer immediate psychosocial intervention; CK bridges that gap by providing urgent and consistent support within schools.”

Stakeholders emphasised the critical role of CK services in schools, particularly in addressing learners’ psychosocial needs, which teachers often lack the time or training to manage:

“I say, it’s a dream come true.  It’s something that I prayed about. It’s something that I wanted at the school, because I know what is Community Keepers, and what happened and what they do.  So, for me, it was just a must” 

“They will look at the needs of the school and work their programme around the needs of the school”

” So, when Gerrit came to introduce themselves as CK, Community Keepers, that these are the services that they can provide to the school, I took it with my both hands.”

“Our learners are overburdened. Teachers are not trained in handling these social issues, but CK steps in to support them. They are a link between the school, parents, and the community. Without them, many children would suffer in silence”

“They even help us link with parents, law enforcement, and social workers. We as teachers don’t have time to do that. CK fills a critical gap in learner support.”

Respondents highlighted that the absence of CK services would leave a significant gap, particularly given the urgent social issues affecting learners:

” I think if they were to stop, it would create a huge hole or a huge gap here because the teenagers and the community that the school is based in, there’s lots of social issues that come up. And to get assistance from the department, it takes a bit of time.  But with these ladies being on site, it’s immediate assistance that we get from them.”

“With these ladies [CK staff] being on site, it’s immediate assistance that we get from them. So, they are somebody that I firmly believe we cannot survive without”

The need for CK services is evident from the high volume of cases addressed daily. These services help mitigate the impact of family-related emotional issues on learners’ academic performance:

“judging from the number of cases that we get every day, there is a need of these services in the school”

“when I got here, I know we’ve got a lot of social issues, and having to hear it in a meeting where you sit and you hear five of your kids…, tried to commit suicide”

“We focused on destigmatising, but … this was the first time there was actually a space for learners to come, they almost didn’t even care; it was just like – finally there’s someone to listen, finally there’s someone to help”