Background School-related Gender-based Violence (SRGBV) is a sub-set of gender-based violence (GBV) and specific to formal primary and secondary school settings. SRGBV like GBV is a daunting reality, a crime against humanity and a human rights issue. Responsive SRGBV programmes imply that the content and structure of programs are dynamic and determined by the needs of communities and learners. Promoting safe community models should accommodate for adequate flexibility to support communities into becoming safe spaces for all. The researchers will elaborate on the context within which OTs can train school educators to develop intervention programmes that address SRGBV. It encourages school educators to become activists that promote occupational justice and become leaders in the prevention and intervention of SRGBV. Traditionally, OT has not been involved in addressing SRGBV in South Africa. Aim This research project aimed for OTs to train school educators to become activists in promoting occupational justice and become leaders in SRGBV prevention and intervention for victims of SRGBV. Method The study followed an Action research approach which aimed to improve practice. Action research allows collaboration between participants and researchers and aims to solve organizational problems. There are four basic stages in the cyclical action research process: reflect, plan, act, observe, and then reflect to complete the cycle. Findings This paper reflects on participants’ experiences, perceptions and competencies related to SRGBV; the design of the training programme; the implementation thereof; and the reflective session after implementation. Conclusion OTs prove to play an active role in equipping school educators with skills that enable them to strategize and develop tailor-made interventions for SRGBV specific to their context.