What does a CSTL school that provides social welfare services look like?

A CSTL school that provides social welfare services:

1. Is enabled and supported by the education and other ministries and partners to provide a package of:

• Services and support to protect children from violence, abuse, neglect and exploitation, including the use of corporal punishment and bullying
• Protective and therapeutic services—including social welfare and psycho-social support—for children who have experienced violence, abuse, neglect and exploitation, or other causes of grief and trauma, such as the loss of a parent

2. Has protocols, mechanisms, tools and capacitated human resources to prevent abuse and ensure the safety of children, and identify and provide or refer children at risk for the provision of social welfare services

3. Incorporates education in its curriculum to raise awareness of the rights of children to protection and available services, and to change harmful attitudes and practices that fuel violence against, and exploitation of children, as well as those that drive risky behaviours amongst children

4. Establishes and maintains mechanisms for the identification and referral of children who are abused, for support and treatment

5. Has effective codes of conduct and disciplinary mechanisms in place to prevent and punish the use of violence, exploitation, abuse or discrimination against children by any school community members

6. Has mechanisms and capacitated human resources to identify and provide or refer vulnerable children for psychosocial support to ensure their social, emotional and psychological development, and to minimise risk and maximise protective factors

7. Has peer support groups and clubs that provide education and advocacy for a safe and protective school environment

8. Children feel and are safe in the classroom, the playground, and the sports field, on the way to and from school, and at school events

9. Children are not exposed to the risk of, or experience physical, sexual, mental or emotional harm, abuse, violence or harassment as a result of unsafe or inadequate infrastructure, or because of the behaviour of other children or educators including:

• Sexual abuse and/or harassment
• Theft
• Bullying
• Corporal punishment
• Degrading and/or humiliating treatment

10. Steps are taken to prevent harm and violence by addressing the main risk factors, harmful behaviours and attitudes among school community members including:

• Unsafe structures and facilities
• Unsafe transport
• Alcohol and drug use
• Carrying weapons
• Harmful religious and cultural beliefs, attitudes and practices

11. Effective referral, reporting and follow-up mechanisms and procedures are available where necessary

12. Educators and learners know the signs of harm, abuse or harassment, and report and refer children who are victims of abuse or violence at home or school to school authorities or structures established for their safety and protection

13. All learners and educators know what their specific duties and responsibilities are, and exercise these to ensure each other’s safety and protection