"I can do it, I can face any problem" - a social-emotional model that improves girls' learning in rural Ethiopian primary schools

The baseline findings for Link Community Development’s Girls’ Education Challenge programme showed girls suffered from low self-esteem, self-confidence and self-efficacy. Link theorised that if girls lack confidence their... [ view full abstract ]

The baseline findings for Link Community Development’s Girls’ Education Challenge programme showed girls suffered from low self-esteem, self-confidence and self-efficacy. Link theorised that if girls lack confidence their school performance and potential to access educational opportunities will remain limited. Link contextualised the CASEL approach and developed a Social-Emotional Learning (SEL) intervention for 4,046 at-risk marginalised girls in 123 rural primary schools, using guidance counselling, mentoring, psychosocial support via CBT and independent living skills to tackle the challenges, grow future aspirations and improve academic performance. SEL skills of girls (mostly aged 10-14) improved from 13% at baseline to 58% at endline and literacy and numeracy outcomes increased by 300% and 150% respectively against control. The skills instruction for 199 para-counsellors (female teachers) and 41 school directors and government officials enabled integration into wider, gender responsive teacher instructional practices. Reinforcement also occurred during Girls’ Club, Mother Group and community awareness raising activities.