In-school psychosocial support services are intended to create safe learning environments
for children, enabling the children to attain age-appropriate developmental tasks.
This study investigated protections to children’s right to safe learning environments
through the provision of in-school psychosocial support services. Participants were
230 learners from a cross-section of Botswana schools (females¼124, males 106;
age range 10.7–17.7 years; school grades 5 to 12; median age¼14.5 years, SD¼3.65
years). Data on learner access, utilization, and preferences of in-school psychosocial
support services were collected using focus group discussions, individual interviews, and
a semi-structured survey. The data were analysed thematically and with supplemental
quantitative analysis. A social risk management analysis approach was adopted for the
interpretation of findings. Learners perceived their schooling rights to be protected
when they had direct input into the type, scope, and delivery of the psychosocial
support services. Botswana learners are sensitive to social risks to their rights to safe learning environments. Children’s rights to safe learning environments are likely to
be realized with learner-oriented in-school psychosocial support services.