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

Abstract

Background The transition from childhood to adolescence is a uniquely sensitive period for social and emotional learning in the trajectory of human development. This transition is characterized by rapid physical growth, sexual maturation, cognitive and behavioral changes and dynamic changes in social relationships. This pivotal transition provides a window of opportunity for social emotional learning that can shape early adolescent identity formation and gender norms, beliefs and behaviors. The objective of this study is to evaluate the potential of a social emotional learning intervention for very young adolescents (VYAs) to improve social emotional mindsets and skills. Methods Discover Learning is a social emotional learning intervention designed for VYAs (10-11 years of age) to support development of social emotional mindsets and skills from four primary schools in Dar es Salaam, Tanzania. The intervention delivered three different packages of learning experiences to three arms of the study. 528 VYAs were randomized to each of the three study arms (A-Content learning, B-Content learning and reflection, and C-Content learning, reflection and experiential practice). A quantitative survey was administered to all participants before and after the intervention to capture changes in social emotional mindsets and skills. A discrete choice experiment measured changes in gender norms, beliefs and behaviors. Results 528 VYAs were included in the analysis. Participants in all three arms of the study demonstrated significant improvements in social emotional mindsets and skills outcomes (generosity, curiosity, growth mindset, persistence, purpose and teamwork). However, Group C (who received experiential social learning opportunities in small, mixed-gender groups and a parent and community learning components demonstrated larger treatment effects on key outcomes in comparison to Groups A and B. Results indicate Group C participants had greater change in gender equity outcomes (OR = 1.69, p = <0.001) compared to Group A (OR = 1.30, p = <0.001) and Group B (OR = 1.23, p = 0.004). Conclusion These findings provide evidence that social emotional learning interventions targeting VYAs can improve social emotional mindsets and skills and gender equity outcomes. The findings indicate the importance of experiential learning activities in mixed-gender groups during the unique developmental window of early adolescence. The study also provides support for the inclusion of parental/caregiver and community engagement in programs designed for VYAs. Trial registration Retrospectively registered on July 7th, 2020. NCT0445807

Psychometric properties of the empathy questionnaire for children and adolescents in a sample of Tanzanian adolescents

“…According to The World Factbook, Dar es Salaam is the largest city in Tanzania with a rapidly growing population of approximately 7.4 million people ( Central Intelligence Agency, 2022 ). The youth population in Tanzania is growing particularly fast, with 47% of the population under the age of 15 years and the total population of adolescents anticipated to double by 2055 ( Cherewick et al, 2021 ). Although Tanzania has experienced a decline in poverty and rapid economic growth over the years, approximately 14 million people lived below Tanzania’s poverty line of TZS 49,320 (approximately USD 21) per adult equivalent in 2018 ( World Bank, 2019 ).…”

“…The Discover parent-study included demographic measures of the sample of very young adolescents participating in this study. The final sample of adolescents scored an average of 61.4 ( SD 11.6) on the Tanzanian Poverty Scorecard, which ranges from 0-71 with higher scores indicating higher wealth ( Cherewick et al, 2021 ). Participants also self-reported their general health on a scale of 1-4 with a sample mean of 1.94 ( SD 0.98), where higher scores indicate better general health ( Cherewick et al, 2021 ).…”

“…These items were deemed to be of appropriate value at less than USD 2, after consulting with the research team, caregivers, teachers, and community members. A detailed study protocol of the parent study Discover Learning is provided elsewhere and describes participant recruitment and eligibility criteria ( Cherewick et al, 2021 ). All parents/caregivers provided written consent and all adolescents provided verbal assent prior to administration of the survey questionnaire.…”

A developmental analysis of dimensions of empathy during early adolescence: Behavioral empathy but not cognitive empathy is associated with lower psychopathology

“…Participants in this study were recruited from the peri-urban Temeke Municipality in Dar es Salaam, Tanzania to participate in a three-arm comparative effectiveness trial Discover, an intervention to support social emotional mindsets and skills among very young adolescents. A detailed study protocol of the parent study, Discover Learning, is provided elsewhere, including additional details on the subsequent three-arm comparative effectiveness trial and participant recruitment and eligibility criteria [36]. This trial explored whether experiential, social emotional learning for early adolescents ages 10-12, affected mental health and wellbeing outcomes.…”

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.…”