Youth Changemakers: An Evaluation of a School Mentoring Program in Beira and Búzi

The Youth Changemakers Program is a school-based peer-mentoring intervention in Sofala, Mozambique. The program’s methodology was created by Girl MOVE Academy, an NGO in Mozambique. Grades 9–10 mentors meet with Grade 6 students weekly for one school year (45–60 minutes per session). Using a structured, gamified handbook, activities combine short literacy exercises, cooperative challenges, and guided discussions about vocational aspirations and civic engagement. Weeks alternate between: (i) mentor learning sessions, where pairs co-lead activities from a dedicated curriculum focused on goals and aspirations, role models, vocational skills, and civic engagement; and (ii) small-group mentoring, where each mentor facilitates a circle of about ten Grade 6 students. Mentee sessions include brief literacy exercises alongside the guided discussions, with content adapted from the prior week’s mentor learning and planned by the mentors. Teachers coordinate scheduling and space but do not deliver program content. The program is implemented in collaboration with the Ministry of Education and participating schools.

Cluster RCT with schools as the unit. In each of 60 treatment schools, 12 mentors (Grades 9–10) are recruited after a school presentation. We recruit mentors 50/50 by gender and place them in six fixed mixed-gender pairs—one boy and one girl—to model co-leadership. Sixty Grade-6 mentees are selected per school using a random, gender-balanced procedure (30 girls, 30 boys). Each mentor pair is assigned to one circle of 10 mentees (5 girls, 5 boys).

Activities run weekly for one school year, 45–60 minutes per session, using a structured, gamified handbook.
Weeks alternate between:

Mentor learning sessions (mentor-only): pairs co-lead activities from a dedicated curriculum that builds mentors’ own skills—goals/aspirations, role models, vocational skills, civic engagement—and plan the following week.

Mentor–mentee circle sessions: each mentor pair facilitates its assigned circle of 10 Grade-6 students. Sessions include brief literacy exercises, cooperative challenges, and guided discussions on vocational aspirations and civic engagement; content is adapted from the prior week’s mentor learning session.

Teachers act as school focal points (scheduling, space, attendance) and do not deliver content. Local facilitators make regular monitoring visits, collect implementation data, and support problem solving. Each school holds one end-of-year community event. Gender-transformative content (gender-equitable co-leadership) is embedded across mentor and mentee sessions. All materials are reusable to allow future school-led implementation.

2025-02-01

2025-11-22

Mentees (Grade 6):

Receptive vocabulary measured using an adapted version of the Peabody Picture Vocabulary Test (PPVT).
Literacy: two EGRA (Early Grade Reading Assessment) subtasks: number of words read; short-text comprehension.
School retention and progression (transition and enrollment next school year from admin data).

Mentors (Grade 9/10):

Vocational direction (survey-based composite).
Changemaking skills (survey based composite).
School retention and progression (transition and enrollment next school year from admin data).

Mentees (Grade 6):

Receptive vocabulary: adapted PPVT; endline score used for analysis.
Literacy: two subtasks of EGRA (Early Grade Reading Assessment ) —words correct per minute and short-text comprehension; analyzed separately.
School retention & progression: indicators from school administrative records for enrollment and on-time grade progression in the following year.

Mentors (Grade 9/10):

Vocational direction: Composite from survey items: identifies a target profession; knows the educational pathway; has a school/life plan; names a supportive role model.
Changemaker skills: Composite from survey items on participation in community initiatives, intention to take action, and observed/self-reported leadership behaviors.
School retention & progression: indicators from school administrative records for enrollment and on-time grade progression in the following year.

Mentees (Grade 6):
Vocational direction (survey-based composite).
Changemaking skills (survey based composite).

Mentors (Grade 9/10):
Receptive vocabulary measured using an adapted version of the Peabody Picture Vocabulary Test (PPVT).

Mentees (Grade 6):

Vocational direction: identifies a target profession; shows basic awareness of the schooling/training pathway; states a simple school/life plan; names a supportive role model.
Changemaking skills: participation in class/school/community helping activities; intention to take action; observed or self-reported small leadership behaviors (e.g., inviting peers to help, speaking up respectfully).

Mentors (Grade 9/10):

Receptive vocabulary: adapted PPVT; endline score used for analysis.

We run a cluster randomized controlled trial with 60 schools in Sofala, Mozambique (30 treatment, 30 control). In each school, 60 Grade-6 mentees and 12 Grade-9/10 mentors are selected. Treatment schools implement weekly, 45–60 minute peer-mentoring sessions for one school year using a structured handbook; control schools do not receive the program during the study period. Primary outcomes are: for mentees—receptive vocabulary, literacy, and school retention/progression; for mentors—vocational direction, changemaking skills, and school retention/progression. Secondary outcomes—for mentees: vocational direction and changemaking; for mentors: receptive vocabulary. Student outcomes are measured at endline, with administrative follow-up on enrollment/promotion in the following school year.

Schools were randomized at the cluster level with blocking by district (Beira/Búzi), school grade span (primary-only vs. primary and secondary), and mentor proximity (same school/≤10-minute walk/>10-minute walk). This yielded four strata; we randomized 60 schools (30 treatment, 30 control) with equal probability within strata. Within each school, we randomly select 60 Grade-6 mentees targeting a 50/50 gender balance; if fewer than 60 are eligible, all are included. Grade-9/10 mentors volunteer following a school presentation; when applicants exceed 12, candidates are screened on persistence/reliability, reading comprehension, and logistical availability. Student assent and guardian consent are obtained prior to participation. Baseline covariates include prior-year Portuguese and Math test scores from administrative records for mentees and mentors. Endline student surveys capture the pre-specified outcomes; administrative data provide enrollment/promotion in the subsequent year. Implementation is monitored by facilitators, with spot checks and data audits to ensure fidelity.

Randomization done in office by a computer after selection of subject and consenting having taken place

School

Yes

60

3,600 mentees (60 per school × 60) 720 mentors (12 per school × 60) Total: 4,320 students

30 schools treatment (1800 mentees, 360 mentors)
30 schools control (1800 mentees, 360 mentors)

With 60 schools (30 treatment, 30 control), 60 mentees and 12 mentors per school, two-sided α=0.05 and 80% power, the minimum detectable effect sizes accounting for clustering are: Mentees—PPVT/EGRA: 0.066 / 0.173 / 0.285 SD for ICC = 0 / 0.10 / 0.30; Mentees—approvals/enrolments: 3.3 / 8.7 / 14.3 percentage points for ICC = 0 / 0.10 / 0.30; Mentors—vocational direction & changemaking: 0.148 / 0.214 / 0.306 SD for ICC = 0 / 0.10 / 0.30; Mentors—retention/progression: 7.4 / 10.7 / 15.3 percentage points for ICC = 0 / 0.10 / 0.30. Calculations assume equal allocation, equal cluster sizes, and control mean 50% for binary outcomes.