At Community Keepers, we take a whole school approach and we include capacity building for educators, school staff and parent/guardians.

We establish ourselves on-site at schools, in child-friendly consulting rooms, where we deliver professional services to learners, educators, parents and caregivers.  We host

  • social and emotional learning through resilience building workshops
  • and therapeutic counselling.

During Covid lockdown, when schools closed we shifted to delivering our service digitally (tapping into school whatsapp groups, recording video material and remote counselling by phone or video call).  We now deliver a hybrid service.

In our rural-reach programme, we plan to partner with mobile health clinics and help to establish a culture of well-being as we share our campaign-in-a-box resources.

We believe that all of our resources should be freely available for use by other organisations, you are welcome to visit our library and download any tools you find useful.

Therapeutic counselling at schools

“Breaking the cycle of trauma is critical for the well-being of family and children, and has a relevance to social justice, because trauma diminishes life opportunities  across generations and hinders social mobility.”

Psycho-social Support

What do we mean when we say we offer psycho-social support.  The term ‘psycho-social’ indicates the dynamic relationship between the psychological or emotional and social aspects of a person’s life.
• Psychological dimensions = emotions, thought processes, feelings and internal reactions
• Social dimensions = relationships, family and community networks, social values and cultural practices & with wider society, legal, policy implications

When we describe a healthy psycho-social school environment we mean a school that:
• is warm, friendly and rewards learning
• promotes cooperation rather than competition
• facilitates supportive, open communications
• views the provision of creative opportunities as important
• prevents physical punishment, bullying, harassment and violence
• promotes the rights of children through equal opportunities and democratic procedures
• simultaneously provides support to teachers, students and their families

When a learner is able to understand why
and manage how they think and feel,
then they are able to choose the way that they behave.

At Community Keepers, our services include:

Assessment and Diagnosis, Individual Counselling, Psychotherapy, Trauma Debriefing, Crisis Intervention

Our practitioner will first assess and then decide on the appropriate intervention and/or referral.  Admission to these services is gained through self-reporting or referrals by educators, parents or guardians, or other community members and organisations.

Some of the issues we are able to assist with include:

FAMILY CONCERNS include: Abuse (Physical, Emotional and Sexual) and/or Neglect ; Relationship Problems between Parents or Guardians or Siblings; Divorce; Financial Strain.
BEHAVIOUR: Gender Based Violence (GBV); Bullying; Anger.
PEER CONCERNS: Friendship; Bullying (Verbal and/or Physical).
SUBSTANCE ABUSE: Foetal Alcohol Syndrome (FAS); Alcohol Abuse; Tobacco; Dagga; Methamphetamine (Tik).
EMOTIONAL OR PSYCHOLOGICAL CONCERNS: Trauma; Stress; Grief; Depression; Anxiety; Suicidal Thoughts; Eating Disorders; Withdrawal; Low Self-Esteem.
SEXUALITY: Rape; Molestation; Sexual Harassment; Abortion; Sexual Orientation.
CHRONIC/SERIOUS ILLNESSES: Tuberculosis (TB); HIV/AIDS; Cancer; Epilepsy.
SCHOLASTIC CONCERNS: School Dropout; Motivation; Career Guidance.


The following direct benefits are experienced by learners making use of the services:
  • Greater insight into problems and provision of a professional opinion concerning problems.
  • Life-skills to better manage stress, peer pressure, relationship boundaries, emotions, behaviour and decision-making.
  • Greater motivation and enthusiasm for purposeful living.
  • Modification of false or negative perceptions by building self-esteem and establishing personal norms as well as values.
  • Improved relationships with self, peers and family.
  • Academic engagement and performance