Abstract
Uganda continues to face challenges in closing the gender gap in education for adolescent girls. Socio-emotional factors such as self-esteem and perceptions of social support are critical in determining educational outcomes for girls. This study investigates the impacts of a socio-emotional learning curriculum implemented in 10 schools located in Isingiro district of southwestern Uganda. Compared to schools included in a control group, we find improvements in a majority of the socio-emotional indicators targeted by the curriculum including self-efficacy, responsible decision-making, and perceptions of women’s equality to men. We also find improvements in mental health indicators for girls who participated in the curriculum.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.