Most school going student adolescents are on a healthy path to productive adult lives. There is evidence, however, that more than 50 percent of adolescents are at significant risk of veering off that path because they frequently engage in behaviours with negative consequences, such as alcohol or other drug abuse, unprotected sexual activity, delinquency, or violence (strikes). Another estimated 25 percent of school adolescents, who engage in fewer of these behaviours, are however at moderate risk.

For example; a 1992 study conducted by the Carnegie Foundation-USA determined that only 60 percent of an adolescent’s non-sleeping time is taken up by school, homework, chores, meals, or employment. Many adolescents spend the remaining 40 percent of their non-sleeping time alone, with peers without adult supervision, or with adults who might negatively influence their behaviour. There is increasing evidence that majority of the students spent 2 or more hours alone after school/classes and that low-income youth are more likely than others to be home alone for 3 or more hours. If they are at school, majority of them spend this time worrying and struggling with many issues affecting their lives. It is not surprising, therefore, that most violent crimes committed by juveniles/students/youth take place at the close of the school day, when fewer opportunities for constructive activities are available.

In Lango and Lira district currently, the capacity of our poorly funded schools and low- income communities to provide critical positive activities or environments has declined. Our schools in many areas have deteriorated, and the quality of public education has been compromised. Libraries and recreation facilities are in disrepair, and financial support for school based youth activities, facilities and programs has decreased or non-existent; leaving high-risk environments for most youth who are vulnerable.

The demand for an immediate solution to this problem, which commands considerable public attention, has been compounded by a historical impatience with prevention strategies in which results may be long in coming and benefits — that is, crimes not committed — are extremely difficult to measure. The good news, however, is that GLOFORD is working together with education stakeholders, schools leaders and student led institutions like Uganda National Students’ Association-UNSA and school clubs to shape activities which can achieve the following anticipated results:-

• Strengthened post primary school based activities targeting different categories of students/ youth
• Strengthened linkages between schools and health service providers with particular attention to sexual reproductive health information provision and VCT, blood donation and health camps
• Enhanced leadership capacity built for school club leaders and patrons
• Rolled out debating championship
• Enhanced career development activities in the targeted schools

This strategy emphasizes the importance of enhancing delinquency prevention efforts and coordinating them throughout the schools while building leadership capacity among the student leaders with networked strategies.

It focuses on what we know about factors that put youth/students at risk of becoming delinquent or serious and violent offenders as well as those that protect the youth. It encourages schools to take steps to reduce characteristics that contribute to delinquency while strengthening characteristics that nurture youth. These approaches emphasize the importance of safe school programs and illustrates GLOFORD’s strong support of youth/students involvement in school/community crime and violence prevention strategies while being positively nurtured. Conclusively, positive student/youth skill building, through mentoring, conflict resolution, and community service, stakeholders’ involvement with students etc can work to prevent or reduce juvenile delinquency and serious juvenile violence, improve discipline and positive aspirations especially when coordinated with broader school and communitywide efforts.

PPSP overall objective and expected outcomes

The overall objective of the PPSP is to contribute to the reshaping and rebuilding of the young people in post primary schools through school based activities that shall enhance life skills, leadership and entrepreneurship development among primary school youth/students in GLOFORD’s operational areas.

Expected results

• Strengthened post primary school based activities targeting different categories of students/ youth
• Strengthened linkages between schools and health service providers with particular attention to sexual reproductive health information provision and VCT, blood donation and health camps
• Enhanced leadership capacity built for school club leaders and patrons
• Rolled out debating championship
• Enhanced career development activities in the targeted schools
• Improved life skills among the targeted youth

Proposed activities

• Reactivation and supporting debating championship
• Career guidance. This is done under the guidance of the qualified resource persons who will be selected in collaboration with school authorities and students and shall be based on identified gaps, issues and need.
• Leadership empowerment. Mentorship of student leaders through UNSA
• Health camps that will bring Youth Friendly Health Services to the students. Under this, different health related services are provided with the help of the health staff of different locations and Lira Regional referral Hospital alongside NGOs providing health services like HIV testing and counselling, TT vaccination, Hepatitis B testing among others.
• Extra-curricular activities like games and sports

Proposed strategies

• Youth leadership development through ongoing mentorships targeting UNSA and patriotism club leaders
• Building coalitions, networks and partnerships with development and government actors to improve Post Primary school based programs
• Period action Research to inform stakeholders on prevailing school challenges and propose strategies to address them Local level advocacy through non-confrontational engagements
• Facilitate health camps to support health service provision to students at schools
• Finance where resource permit innovative and creative student generated activities
• Capacity building (Students, leaders, teachers and administration)
• Debating championship
• Games and sports