Table 2.

Community resources accessed by the schools

Resource	Description and success
School staff	‘Tina’ and ‘Theresa’ received counselling training at a youth centre and Lifeline respectively, but both were too busy to implement their skills.”It’s not only a parental responsibility, the child spends a lot of time at school so the school needs to take up some responsibility and take care of the children” (‘Thandi’)
Student development centre	‘Thandi’ explained that the school makes venues available during lunch time and after school for community programs. Although initially stigmatized, now students “bring a friend” (‘Tina’). At these centres, students can bring their social, learning, and emotional problems, or even use it as a study venue (‘Theresa’)
Lay counsellor	A community lay person does workshops at ‘Theresa’s’ school. A clergy member initially worked for free to “liaise with social workers and psychologists to collect the child’s whole background so that they can deal with it” (‘Tina’). This volunteer now “has a small office, tiny, and she earns a salary… student governing body” (‘Tina’)
Community organizations	African Tycoon and Power Child “offer computer literacy, computer training, sport … a plate of a full meal” (‘Thandi’) while Read and Write Solutions takes parents from the community to visit schools to help the children to read and do math. Molo Songololo had powerful impact in the community where one graduated student is now in Amsterdam working for LoveLife and another is a chef while We Can teaches students “how to start your own business” (‘Theresa’)
University	‘Theresa’ reported collaboration with local universities sending remedial student teachers and staff serving at the Bathuthuzele Care Centre
Social worker	‘Theresa’ telephonically consults a social worker where to refer students (e.g. NGOs).”There is one social worker … [She] is … busy… Has got her own work schedule… Parents just don’t have time to consult” (‘Thandi’)