91%
of children increased their ability to recognize abuse and respond with an appropriate protective behavior (saying no and telling a trusted adult).
Solutions
DeafKidz Defenders, Pakistan and South Africa, 2022
The DeafKidz Defenders program uses a play-based EdTech resource with thematic minigames and scenarios to increase children’s ability to recognize and respond to online and offline abuse.
Published: 06 March 2025
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Quick facts
Intervention details (1)
Intervention type |
School-based prevention interventions for children and adolescents with disabilities |
|
Effectiveness of intervention type |
Prudent |
|
INSPIRE pillar |
Education and life skills |
|
Evidence type |
Mixed-methods pre-post evaluation |
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Context
Children living with disabilities are 3.7 more likely to experience violence and 3 times more likely to experience sexual violence compared with their peers [1]. For deaf children, the risk of sexual violence is 2-3 times higher than among hearing children [2].
Despite this documented disparity, there are few accessible resources available for deaf children to learn about abuse and ways to protect themselves and seek help - especially in low-resource settings. Further barriers to learning include low literacy levels among deaf children, challenges with interpersonal communication, and lack of sign language literacy among wider society. All this leads to deaf children having reduced interpersonal safeguarding skills and not knowing how to disclose and get help when experiencing abuse and violence. Since schools play a dual role – as both a child’s main source of education and a site at which harm can occur – effective school-based interventions for children living with disabilities are critically needed.
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About the program
Deaf students at a school in Pakistan play DeafKidz Defenders minigames.
What it is and how it works
The DeafKidz Defenders program uses a play-based EdTech resource with thematic minigames and scenarios to increase children’s ability to recognize and respond to online and offline abuse. Alongside this, deaf-specific safeguarding training is delivered to teachers, caregivers, and other key adults in the child’s life. DeafKidz International developed the program in consultation with deaf people.
DeafKidz Defenders was designed to be delivered in a school environment by DKI facilitators or teaching staff from the schools themselves in the children’s first language (national sign languages). Given the program’s sensitive content, delivery is done in a familiar environment with safeguarding protocols where children can safely discuss topics and have any possible disclosures handled appropriately.
“ Children learn through play: difficult concepts and clearing the air about myths and misconceptions in a positive and supportive manner was made easy with DeafKidz Defenders. ”
Teacher discussing DeafKidz Defenders
Deaf students, school staff, and DKI staff pose for a “Say No!” group photo in a school in South Africa.
Program evaluation and outcomes
DeafKidz Defenders was piloted across 10 schools in Pakistan (with 318 children ages 7 to 11), and South Africa (with 302 children ages 5 to 15). Researchers used the following methods to assess the program’s efficacy:
Qualitative:
Session observations.
Focus Group Discussions and Key Informant Interviews with children and teachers.
Quantitative:
Pre- and post-program surveys to assess children’s knowledge of abuse and protective behaviors.
Pre- and post-program surveys to assess teachers’ knowledge of and confidence in child safeguarding, as well as the outcomes of the program in their classrooms.
Parent surveys.
Pre-program findings:
Children had little to no knowledge of what constitutes abuse or how to handle unsafe situations.
Teachers were worried about student safety and often handled disclosures, but only half had received some form of safeguarding training.
Parents felt confident in keeping their children safe but did not have knowledge of child safeguarding concepts.
“ The process has helped us create a bonding and network of informed and empowered community members. I feel included in a circle of care and my knowledge base to help support children has been strengthened. ”
Teacher discussing DeafKidz Defenders
56%
of children more than doubled their safeguarding knowledge assessment scores.
98%
of teachers felt more confident teaching children how to keep safe.
98%
of teachers felt more able to handle disclosures of abuse.
91%
of teachers said they would use DeafKidz Defenders in their classrooms again.
26%
of parents reported their children sharing a concern with them for the first time after completing DeafKidz Defenders.
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Real-world impact
Deaf students in South Africa receive DeafKidz Defenders, facilitated by a DeafKidz International staff member.
Real-world impact
Children participating in DeafKidz Defenders demonstrate an increased understanding of abuse and protective behaviors. One message that resonated particularly well with children was ‘say stop and find a trusted adult’.
In addition, the program increases the actionable, deaf-specific safeguarding knowledge of teachers, parents, and professionals. The evaluation showed that the innovative, blended approach of combining play-based digital learning with face-to-face facilitated activities was effective in helping most deaf children in the pilot schools improve their knowledge of abuse and protective behaviors. The program is particularly effective for children with lower language development, as they could learn more easily through visual, play-based elements.
Since 2022, DKI has expanded the programme to Zambia and Kenya. As of 2025, over 3000 deaf children have been reached across these 4 countries.
“ I believe in this work with all my heart. We are all, every adult in this world, responsible for the safety and wellbeing of children, including deaf children. Most deaf children live out their childhoods without having their fundamental rights upheld. The work is difficult and complex but we are here, and we will not tire of doing whatever we can to protect deaf children. ”
Debra Clelland, DeafKidz International CEO
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Challenges and lessons learned
Challenges:
- Children’s ability to recognize abuse in real life: This is often due to limited socialization due to (relative) isolation and reduced incidental learning.
- Barriers to learning: Without dedicated programs, the communication and learning barriers deaf children face hinder their ability to absorb key protective skills.
Lessons learned:
- Parental and teacher engagement: While the program improved children’s knowledge, long-term engagement with teachers, caregivers and other duty-bearers is necessary to ensure that holistic safeguarding is being achieved at home, at school, and at a community level.
- Scalability: The program demonstrated effectiveness but would require greater investment and adaptation to be implemented at a scale.
- Combining online material with in-person teaching: Children learned more when teachers implemented blended learning strategies in the classroom.
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Sources and contact
[1] Jones, et. al. 2012. Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies. https://sci-hub.se/10.1016/S0140-6736(12)60692-8
[2] Sullivan, et. al. 1987. Sexual abuse of deaf youth. American Annals of the Deaf. 132 (4). 256-262. https://muse.jhu.edu/article/385602
[3] Thomas, E. (2022). “I feel strong & powerful”: Evaluation of DeafKidz Defenders pilot. DeafKidz International.
Special thanks to DeafKidz International for co-developing this case study. For those interested in learning more, contact details will be provided soon.
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Tags
Last updated: 06 March 2025