In South Africa, the realities of child abuse, neglect, and violence are not abstract threats, but rather, daily experiences for far too many children. Reports of school-based violence, sexual assault, and emotional harm continue to surface, underlining the urgent need to rethink how safety is cultivated in spaces meant to protect and nurture young people. Addressing these issues calls for sustained, coordinated work that starts early – and that’s often in the classroom or on the playground.

In Stellenbosch, the local 100-Day Challenge team is centring their strategy around school-based interventions that are both preventative and educational. They aim to do this by reducing incidents of bullying in schools – a focus that aligns with both Child Safety and Protection Month and the broader goals of the GBVF response framework.

For many learners, school is the first place where harmful power dynamics and patterns of silencing emerge. Bullying is often seen as part of childhood, but the effects are far-reaching. Being consistently belittled, excluded, or harmed; whether verbally, physically, or online can shape how a young person sees themselves and how they understand what is acceptable in relationships. When these early experiences are not acknowledged or interrupted, they can create conditions that make children more vulnerable to further harm, including abuse.

This focus on prevention is matched with an equally important emphasis on protection. Alongside the anti-bullying work, the team is raising awareness around child abuse and molestation, especially the importance of reporting. This aligns with Pillar 3 of the GBVF Framework: Justice, Safety, and Protection, which emphasises the need to strengthen systems so that survivors feel supported to come forward, and so that fewer cases are withdrawn due to a lack of follow-up or trust.

For young survivors, particularly in school settings, the first step toward justice often begins with being believed. That process is made easier when the environment already prioritises trust, support, and clear channels for speaking out. Strengthening partnerships between schools, caregivers, justice actors, and community organisations allows for quicker, more coordinated responses when harm does occur. It also sends a clear message: children are not just the responsibility of parents or teachers, but of the entire community.

By paying attention to the smaller patterns, daily interactions, peer relationships, classroom culture, Stellenbosch is making a meaningful contribution to the prevention of GBVF. One of their key tools is the use of puppet shows to engage learners on the topic of bullying in age-appropriate and meaningful ways. These performances create a space where children can safely explore themes of respect, empathy, and personal boundaries, while also opening space for conversations with teachers, parents, and one another.

Stellenbosch’s focus during Child Safety and Protection Month is not only timely, it reflects a deeper understanding of the role municipalities can play in prevention and early intervention. By placing attention on everyday experiences – like how children are treated by their peers or whether they feel safe to speak up, municipal teams are creating building blocks for long-term change. This is one of the key strengths of the 100-Day Challenge model. It gives municipalities the framework to lead on practical, localised responses that respond to what children are actually experiencing, not just what national policy dictates.