Table 1 Summary of the interventions implemented to address prioritized determinants

1. Informal discussions

Children started discussing with mothers about their poor practices, poor relationships with children and poor social support that tend to child neglect in informal settings such as in common bathing place and on the way to fortune-telling. Those discussions were marked on a village map.

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2. Peer group discussions by mothers

Children identified that mothers also can carry on this process of informal discussions with their peer mothers. Then, children identified the enthusiastic mothers. Children communicated about the process to enthusiastic mothers and they too joined in the process. Informal discussions by mothers too were marked on the map.

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3. Poster campaign

Children prepared some posters that depict healthy children and supportive communities. These posters had only pictures and no words. They pasted these posters in common places in the village where everyone can see those.

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4. Discussions with mothers by children

Children arranged discussions with mothers’ groups. In these discussions, children talked about the needs of children using ‘needs and wants’ cards. Children discussed signs and harm of child neglect using pictures with mothers. In addition, children discussed all three prioritized determinants of child neglect and changes among mothers, families and community.

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5. Support groups

Mothers’ groups were developed as support groups. Mothers started helping each other in their support group, especially for child caring.

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6. “Ammail-Mamai” (mum and me) and “Ammai- Daruwai” (mum and child) tools

Using the “Ammai-Mamai” tool, children gave marks for the practices of mothers and using the “Ammai-Daruwai” tool, mothers gave marks for their practices.

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7. “Api dan sameepai” (We are close) tool

Using the tool, mothers and children identified and marked their relationships once a fortnight.

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8. “Apita-Api” (We for We) tool

Mothers measured the extent of social support that they gain to raise their children by using this tool.

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9. Public displaying of measurements by children

Children’s marks for practices of mothers and relationships with mothers were displayed publicly without names.

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10. Child- friendly home

Children started observing and giving marks out of ten for each other’s home. They observed whether the home has a suitable environment for learning, whether the home ensures the child’s safety etc. They observed the surroundings of the home too. They pasted the mark written on a white paper on a wall of the home.

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11. Environmental cleanliness and home gardening

Mothers and children arranged campaigns to clean common places in the village and started doing home gardening.

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12. Food sharing

Children started sharing food with friends and they offered food to their friends if they found nothing to eat at home. This practice was communicated to support groups of the mothers and they too started it.

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13. Collective learning

Elder children in the village started two classes for smaller children free of charge within the village premises. One class was in the church on Sundays and another one was in the community hall on Wednesday and Friday evenings. Mothers brought nicely dressed children with books and pencils to these classes.

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14. Learning through games

Mothers developed some games using numbers and letters that the children can play and learn. Sometimes mothers too played the games with children. The games were played mainly in children’s society meetings.

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