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 (females ¼ 124, males 106; age range 10.7-17.7 years; school grades 5 to 12; median age ¼ 14.5 years, SD ¼ 3.65 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

Interpretive participatory action research methods were used to assist the education community in Botswana, a developing nation, to identify a framework for the use of tests in the nation’s schools. User preferences for understanding important learner-related qualities through the use of tests were emphasized. Participant informants were educators and school counselors ( n = 1,221), learners ( n = 355), parents/guardians ( n = 162), and education program personnel from civic and multilateral agencies ( n = 47). The learners and school personnel were drawn from a nationally representative sample of 328 schools (49% primary and 51% secondary levels; 92% public and 8% private schools). Data on the components and content of a prospective framework were gathered using concept mapping and preference methods. The data were analyzed to construct a locally grounded test use framework appropriate to the Botswana school system. Findings suggest a test use framework spanning the following preferred assessment domains: learning readiness, aptitude, personal development, community norms, socialization, and guidance and counseling. Learners and their parents/guardians prefer that learners access test information first from their classroom teachers followed by guidance and counseling personnel. The use of a consensus-driven multilayered participatory action research consultative processes to develop a framework for test use with the education community has potential for replication in educational and other settings in other developing countries.

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