From Play to Prevention: Building Safer Schools in Karachi, Pakistan

In a classroom in Karachi, Pakistan a group of students stands in a circle, laughing as they complete a team challenge. The energy is high, but the purpose runs deeper than play. Through structured games and guided reflection, these students are learning how to communicate, build trust, manage emotions, and stand up for themselves and others.

This is Play for Prevention, a What Works II-funded programme implemented by Right to Play and Aahung, using play to equip girls and boys aged 10-14 with essential life skills and the confidence to promote gender equality and prevent violence.

The power of play

At its core is a Play-Based Life Skills (PBLS) approach, which combines structured play with guided reflection to build social and emotional knowledge and skills. Through this approach, students build the skills to promote gender equality, navigate interpersonal relationships, and recognise, prevent and protect themselves from physical, emotional and sexual violence. The intervention is being implemented in 50 public and private schools across the districts of Malir, Korangi and East in Karachi, Sindh province. In terms of student reach, the project has 6,200 unique beneficiaries directly benefiting from the PBLS curriculum.

Rather than relying solely on lectures or traditional instruction, the curriculum uses games, group activities, and guided discussion to spark learning. Each activity is followed by reflection using the Reflect-Connect-Apply method, encouraging students to think about what they experienced, how it connects to their lives, and how they can apply those lessons beyond the classroom.

The curriculum combines social-emotional learning with violence prevention and response themes. Through these sessions, students explore self-awareness, self-agency, communication, problem-solving, empathy, respect for others, emotion management, peer pressure, decision-making and cooperation. They also engage with topics such as puberty, gender equality, recognising violence, identifying victimisation, and knowing how to seek help and protection. Delivered by trained teachers, the curriculum creates a safe, interactive, and empowering learning environment where students can build essential life skills and confidence.

During the field visit to the project at the end of last year, we observed several play-based activities delivered by teachers in public and private schools and met with trained teachers, participating girls and boys, junior leaders, school principals, and members of school protection committees. Feedback from teachers, children, junior leaders, and principals was incredibly positive across all schools. It highlighted the impressive work of implementing partners Right to Play and Aahung and demonstrated early signs of the programme’s impact.

What teachers are saying

A key impression from the visit was the transformation taking place not only among students but also among teachers. Educators shared that they too have gained knowledge and skills, strengthening their ability to discuss the curriculum, apply the play-based approach, and use the Reflect-Connect-Apply method. They have also developed their own life skills, improved their ability to recognise violence, and reported stronger relationships with children as a result. In many ways, the programme is strengthening the entire school community.

Early signs of impact

Although the programme is still in its early stages, encouraging changes are already visible. Teachers reported that students are showing greater confidence in speaking up, improved personal cleanliness, and a stronger sense of empowerment. They also noted that children trust each other more. When asked what they had learned, students spoke about communication, leadership, confidence, teamwork, hope, aspirations, and the importance of trusting and respecting themselves and others.

Young role models in action

One of the most powerful elements observed during the visit was the role of Junior Leaders. These students take on additional responsibilities in the classroom, supporting teachers, assisting peers, and helping guide activities. They help lead warm-ups and reflections, encourage quieter classmates to participate, and alert teachers when they notice bullying or other concerns. For many of them, this responsibility is transformative. They see themselves not just as participants, but as role models. Their leadership strengthens peer accountability and reinforces a culture where students look out for one another.

Learning and moving forward

The feedback gathered during this visit will play a central role in shaping the next phase of implementation. As we continue to learn and adapt, these insights will guide us in strengthening the programme and deepening its impact on children, schools, and communities. The visit highlighted the dedication of teachers and children, as well as the passion and hard work of everyone involved, particularly the RTP and Aahung teams who bring this work to life each day.

The changes observed in these schools are only the beginning, but they point to something powerful: when children are given safe spaces to learn, reflect, and lead, they build not only skills, but also confidence, empathy, and resilience. Through play, Right To Play and Aahung, together with students and teachers, are laying the foundation for safer schools, stronger communities, and future generations better equipped to prevent violence and promote gender equality.

More information

• Find out more about Right To Play and Aahung