Adolescent, caregiver and community experiences with a gender transformative, social emotional learning intervention

Abstract

Background Inequitable gender norms, beliefs and behaviors, are shaped by learning experiences during key developmental stages in an individual’s life course, and can have negative impacts on health and well-being outcomes. Very early adolescence represents one stage when formative learning experiences about gender inequity can have the potential to support or hinder more equitable gender norms, beliefs and behaviors. The aim of this qualitative study was to evaluate the effect of a gender transformative, social emotional learning intervention for very young adolescents (VYAs) that included experiential learning with peers, parents/caregivers and community members. Methods This study examined the effects of an intervention designed to provide social emotional learning opportunities for adolescents ages 10–11 in Dar es Salaam, Tanzania. The qualitative sample included 279 participants. Qualitative methods included 102 in-depth interviews with VYAs, 22 focus groups with 117 VYAs, 60 in-depth interviews with parents/caregivers and 54 participant observations. A grounded theory approach was used to identify emergent themes. Results Participants reported growth in targeted areas of social emotional mindsets and skills, including a shift in gender norms, beliefs and behaviors. VYAs reported that experiential learning in mixed gender teams provided opportunities to actively practice and reflect on gender norms, beliefs and behaviors. VYAs also reported active practice of social emotional mindsets and skills with peers, parents/caregivers and the community. Parents/caregivers reported changes in VYAs’ social emotional mindsets and skills within the home, with the community and with siblings and peers. Both adolescents and parent/caregivers reported positive change towards more equitable gender norms, beliefs and behaviors through participation in experiential learning activities and reflective discussions. Conclusions These findings suggest that an intervention providing social and emotional experiential learning opportunities during the developmental window of very young adolescence can be effective in transforming gender norms, beliefs and behaviors. Involvement of peers, parents/caregivers and community members was effective at supporting learning social emotional mindsets and skills in VYAs. Findings encourage local and global adolescent programming to include gender transformative content paired with social emotional experiential learning with peers, family and the community and can stimulate positive change in gender norms, beliefs and behaviors to promote gender equity.

The mental health of adolescent girls from a tribal region of Central Rural India during the COVID-19 pandemic – A cross-sectional study to determine the role of gender disadvantage

“…Interventions should also be gender transformative and include fathers and brothers who need to promote gender equity in families. [49,50] e assessment of different domains of gender disadvantage is a distinct strength of the study. In addition, we included in our study, girls who were out of school increasing the generalizability of the study as most studies among adolescent girls are done among those attending school or college.…”

Promoting gender equity in very young adolescents: targeting a window of opportunity for social emotional learning and identity development

“…This study is a three-arm comparative effectiveness trial evaluating Discover [ 17 , 42 ], an intervention designed to support learning social emotional mindsets and skills among very young adolescents (10-11 years old). Learning content included 6 modules targeting growth mindset, curiosity, generosity, persistence, purpose, and teamwork.…”

“…There is extensive literature that explores interventions targeting social emotional outcomes, including gender norms and beliefs among adolescents. Each of these studies focus on domains of social emotional learning and gender equity, such as sexual and reproductive health [ 16 ], role of parents and community [ 17 ], gender-based violence [ 18 ], and health and well-being [ 19 , 20 ]. The Global Early Adolescent Study (GEAS) conducted with 10–14-year-olds in the Democratic Republic of Congo, found that mixed gender group sessions were a valuable implementation strategy to maximize learning positive gender norms and beliefs [ 21 ].…”

Promoting Resilience: Measurement of Utu, Risk, Coping and Resilience Among Adolescents in Tanzania

“…This study includes follow-up data from adolescents who participated in Discover Learning, a social emotional learning intervention delivered from July to August 2019. Articles detailing the study protocol of the 2019 Discover Learning intervention and results are available in peer review publications (19,42,43). While the social emotional learning intervention did not include Utu content, it is possible that improvements in social emotional skills and mindsets resulting from participation in Discover biased results for the non-orphan sample.…”