School Se Ghar Tak framework
Six connected layers. One coherent model.
The SSGT framework describes how children, families, schools, communities, digital tools and institutions can work together to prepare, prevent and protect. Each layer has a distinct role, and each is stronger because of its connection to the others.
The ecosystem
A child at the centre of a connected system
Select a layer to read about its purpose, audience, responsibilities, connections, tools and implementation considerations.
- 1. ChildThe centre of the framework
- 2. Parent/CaregiverThe first and most constant source of support in a child's life, and a partner in reinforcing what children learn
- 3. SchoolA structured environment where learning is delivered consistently and where concerns can be recognised and referred responsibly
- 4. CommunityExtends safety beyond home and school into neighbourhoods, community spaces and local organisations
- 5. DigitalConnects the other layers by making learning and resources easier to reach and keep consistent
- 6. SystemsHolds the framework together so that each layer is planned, accountable and connected to the right services
What the framework is, and what it is not
The SSGT framework is an educational and preventive model. SSGTGLOBAL does not replace statutory child-protection authorities, emergency services, qualified professionals or established safeguarding processes. Concerns about a child must always be referred through the appropriate official channels. If a child is in immediate danger, contact emergency services.
Layer 1 of 6
Child
Age-appropriate learning that helps children understand boundaries, express concerns and know how to reach a trusted adult.
Purpose
To give children simple, age-appropriate language and confidence to recognise when something feels wrong, to understand their own boundaries, and to know that asking for help is always the right thing to do.
Primary audience
Children and young people, supported by the adults who teach and care for them.
Responsibilities
- Learning about personal boundaries and body autonomy in age-appropriate ways
- Recognising feelings of discomfort, confusion or worry
- Practising how to say no, move away and tell someone
- Identifying trusted adults at home, at school and in the community
- Understanding that it is never a child's fault and that help is available
Connections
- → Parent/Caregiver
Children bring what they learn home, opening space for family conversations.
- → School
Classroom learning is delivered by prepared teachers within a safeguarding culture.
- → Digital
Carefully designed digital activities reinforce learning without collecting sensitive personal data.
Tools and activities
- Safety Circle
- Safety Meter
- Child-safety board game
- Classroom activities
Implementation considerations
- Content must be matched to age, developmental stage, language and cultural context.
- Learning should be calm and empowering, never frightening.
- Activities must never require a child to disclose personal experiences in a group setting.
- Any concern a child raises must be handled by a responsible adult through established safeguarding procedures.
Layer 2 of 6
Parent/Caregiver
Practical guidance that helps families talk openly, listen without judgement and respond responsibly when a child raises a concern.
Purpose
To equip parents and caregivers with confidence, language and practical steps for supportive communication, so children know home is a safe place to talk.
Primary audience
Parents, grandparents, guardians and any adult with day-to-day caring responsibility for a child.
Responsibilities
- Holding regular, age-appropriate conversations about safety and feelings
- Listening calmly and without blame when a child shares something difficult
- Knowing who the child's trusted adults are and keeping communication open
- Understanding how to seek advice or report a concern through appropriate channels
- Working with schools to keep messages consistent between home and classroom
Connections
- → Child
Caregivers reinforce learning and model trusted, supportive behaviour.
- → School
Parent engagement sessions build a shared understanding between families and educators.
- → Community
Families help build community-wide awareness and responsible adult participation.
Tools and activities
- Parent resources
- Conversation guides
- Board game for family play
- Safety Circle activities
Implementation considerations
- Guidance should be available in accessible formats and relevant local languages.
- Resources must acknowledge different family structures and caring arrangements.
- Parents should be pointed to qualified services rather than asked to investigate concerns themselves.
Layer 3 of 6
School
School-level preparedness: safeguarding awareness, staff readiness, clear procedures and appropriate referral pathways.
Purpose
To help schools build a safeguarding culture in which staff are prepared, procedures are clear, and every child knows who they can speak to.
Primary audience
School leaders, teachers, counsellors, administrators and support staff.
Responsibilities
- Delivering age-appropriate safety learning as part of a planned programme
- Preparing staff to recognise concerns and respond appropriately
- Maintaining clear, documented safeguarding procedures and roles
- Establishing referral pathways to qualified protection services
- Engaging parents and caregivers as active partners
Connections
- → Child
Teachers deliver structured learning in a supportive classroom setting.
- → Parent/Caregiver
Schools act as a bridge for parent engagement and consistent messaging.
- → Systems
Schools align their procedures with applicable laws and the responsibilities of relevant institutions.
Tools and activities
- School framework
- Staff preparedness guidance
- Classroom activities
- Safety Spot
Implementation considerations
- Implementation should complement, not replace, existing school safeguarding policies.
- Staff need time, training and leadership support to implement learning well.
- Procedures must reflect applicable laws and local referral arrangements.
Layer 4 of 6
Community
Accessible awareness, responsible adult participation and clearer links to appropriate support services in the places children live.
Purpose
To make child-safety information easier to access and to encourage responsible adults across the community to play a supportive role.
Primary audience
Community leaders, local organisations, youth groups, faith and civic institutions, and responsible adults.
Responsibilities
- Increasing access to clear, accurate safety information
- Encouraging responsible adult participation and positive role models
- Helping families understand where appropriate support can be found
- Supporting community-level awareness activities
Connections
- → Parent/Caregiver
Community awareness reaches families who may not be engaged through schools.
- → Digital
Digital tools can help people find accurate, up-to-date information.
- → Systems
Community efforts connect to formal services through appropriate referral pathways.
Tools and activities
- Safety Spot
- Community awareness materials
- Parent resources
Implementation considerations
- Community activities must be planned with appropriate safeguarding oversight.
- Information about support services must be verified and kept current.
- Engagement should respect local culture while keeping children's safety paramount.
Layer 5 of 6
Digital
Privacy-conscious digital learning and coordination tools that support, and never replace, human care.
Purpose
To use carefully designed technology to extend the reach of learning and resources, while protecting privacy and keeping qualified people at the centre of every safeguarding decision.
Primary audience
Children (through supervised, age-appropriate experiences), families, schools and implementation partners.
Responsibilities
- Delivering interactive, age-appropriate learning experiences
- Making verified resources easier to find and use
- Supporting implementation planning and coordination
- Applying privacy-by-design and data minimisation throughout
Tools and activities
- Digital platform
- Interactive Safety Meter
- Resource library
Implementation considerations
- Technology must never be presented as a substitute for trained professionals or statutory services.
- Sensitive information about children should not be collected unless there is a clear lawful basis and strong safeguards.
- Interfaces must be accessible, simple and tested with the people who use them.
Layer 6 of 6
Systems
Coordination, governance, implementation planning and responsible collaboration with relevant institutions.
Purpose
To align learning, preparedness and digital tools with institutional responsibilities, governance arrangements and appropriate referral pathways.
Primary audience
Government departments, statutory child-protection institutions, development partners and implementation partners.
Responsibilities
- Implementation planning with institutions and partners
- Governance, accountability and clear division of responsibilities
- Alignment with applicable laws, policies and existing institutional mandates
- Monitoring, learning and continuous improvement
- Coordinating responsibly with qualified protection services
Connections
- → School
Institutional guidance shapes school procedures and referral pathways.
- → Community
Systems coordination links community activity with formal support services.
- → Digital
Governance sets the rules for how digital tools handle information.
Tools and activities
- School framework
- Implementation planning
- Policy resources
Implementation considerations
- SSGTGLOBAL does not replace statutory authorities or established safeguarding processes.
- Roles, responsibilities and data-sharing arrangements must be agreed in writing before implementation.
- Monitoring should be designed ethically and must not expose children to harm.
Putting it together
How the layers work as one system
Strength in one layer supports the others. Weakness in one layer can be offset by the rest.
- 01
Child learning
Children gain words and confidence to recognise concerns and seek help.
- 02
Parent/Caregiver involvement
Families reinforce learning and keep communication open at home.
- 03
School preparedness
Prepared staff and clear procedures mean concerns are handled well.
- 04
Community access
Accurate information and responsible adults extend support beyond school.
- 05
Digital support
Privacy-conscious tools keep learning and resources consistent.
- 06
Institutional coordination
Governance and referral pathways connect every layer to qualified services.
Connected, not linear. Each layer informs the others. Institutional coordination shapes what children learn; family feedback improves school practice; digital tools support every stage. The sequence is a way of reading the system, not a fixed process.
PREPARE. PREVENT. PROTECT.
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