In 2008, a group of Christian professionals from the social and corporate sectors came together with a collective concern for the well-being of our South African communities, especially children and the youth. Schools were identified as centres from where children and the youth could be served and research was conducted to determine the relevant needs, problems and resources within local schools. Data from this research laid the foundation for the development of our unique model for school-based services, piloted in 2009 at one Stellenbosch school and since rolled out to more schools and communities.
As an organisation, we aim to improve the social and emotional well-being of learners and create supportive school communities where learning and development can prosper.
By caring for the social and emotional well-being of learners, we also contribute towards their educational development and their overall performance.
With this in mind, we are confident that we're contributing towards the overall aim of the South African National Development Plan, to address poverty and reduce inequality in our country by the year 2030.
Collaborating with others
towards a common goal.
Exercising moral courage
by accepting responsibility
for all our actions.
Utilising our skills to deliver
a high quality service.
Earning trust by being
reliable in everything we do.
The Community Keepers programme and service is different from most community initiatives in the sense that the services are delivered by qualified professionals, including counsellors, psychologists and social workers. Being school-based, all our services are implemented in partnership with learners, educators and parents or guardians. We thereby ensure that our activities are relevant to the specific communities and that community members are equipped to participate and maintain activities in the long term.
Abuse and/or Neglect (Physical, Emotional and Sexual); Relationship Problems between Parents
or Guardians or Siblings; Divorce; Financial Strain.
emotional or psychological concerns:
Trauma; Stress; Grief; Depression; Anxiety;
Suicidal Thoughts; Eating Disorders; Withdrawal;
Misconduct; Bullying; Tantrums; Anger.
Rape; Molestation; Sexual Harassment; Abortion; Sexual Orientation.
Friendship; Bullying (Verbal and/or Physical).
Tuberculosis (TB); HIV/AIDS; Cancer; Epilepsy.
Fetal Alcohol Syndrome (FAS); Alcohol Abuse; Tobacco; Dagga; Methamphetamine (Tik).
Study Methods; School Dropout; Motivation; Attention Deficit-Hyperactivity Disorder (ADHD); Career Guidance.
of clinical problems and effective treatment or referral where deemed necessary e.g. in cases of severe Depression and Anxiety etc.
on how to change relationship dynamics (family, partner, spouse, friends, colleagues, people in authority) that have a negative impact on learners' lives.
into problems and provision of a professional opinion concerning problems.
of false or negative perceptions by building self-esteem and establishing personal norms as well as values.
in the management of problems, stress, peer pressure, relationship boundaries, emotions, behaviour and decision-making.
with self, peers and family.
and stimulation towards purposeful living.
is encouraged and improved.
Identity; Sexuality and Relationships; Emotions, e.g. Stress, Trauma and Depression; Prevention of high risk behaviour including substance abuse, sexual promiscuity and teenage pregnancy.
Personal Hygiene and Community Health; Sexual Education, e.g. STI’s and HIV / AIDS.
Relationship with peers, family and community.
future vision and dreams:
Goal Setting; Career Opportunities; Subject Choices; Study Methods and Techniques.
to effectively deal with everyday challenges.
negative cultural norms and standards.
to make positive life choices.
with skills to deal with emotions, e.g.
Stress and Trauma.
and cultivate decision making as well as problem solving skills.
and initiate critical thinking.
opportunities and platforms for learners to further discuss and explore topics in Life Orientation, e.g. Tertiary Education, Self Image and Drug Abuse.
and introduce learners to leaders in various fields as well as potential positive role models.
holistic development of learners:
Nutrition; Early Childhood Development and Stimulation; Character Development.
Communication; Time; Involvement.
specific parenting topics:
Establishing Boundaries; Discipline; Academic Support to child, e.g. assisting with homework, preparing for test and exams.
of Parents or Guardians.
of parents or guardians in lives of learners.
parents or guardians
more involved in school activities.
improved parent and Child
relationships and strengthened family structures.
into specific parenting topics.
in disciplining children, maintaining boundaries, supporting children with homework and creating a caring home environment.
learner and class concerns:
Discipline; Communication; Uninvolved Parents
or Guardians; Learners with Special Needs;
Barriers to Teaching.
Emotional Health; Establishing Boundaries;
Marital Relationships; Time Management.
Relationships with Colleagues; Teamwork;
into specific teaching areas or topics.
to discuss difficult and challenging scenarios.
to address class and learner concerns.
relationships with colleagues, learners and parents.
structure and discipline in classes.
functioning of school.
We aim to open Community Keepers school offices at as many schools in South Africa as possible and thereby affect change on all levels of functioning for learners schools, families and communities. Our long-term goal is to have 100 school-based therapy offices nationwide by 2025, serving about 45 000 beneficiaries per annum.