Youth Changemakers: An Evaluation of a School Mentoring Program in Nampula

The Youth Changemakers Program is a school-based, peer-mentoring intervention implemented in public schools in Nampula Province, Mozambique. The program methodology was developed by Girl MOVE Academy, a Mozambican non-governmental organization. The intervention targets Grade 6 girls as mentees and is delivered by Grade 9–10 student mentors. Mentor pairs meet weekly with groups of Grade 6 girls for one school year, with sessions lasting approximately 45–60 minutes.

The program uses a structured, gamified handbook that combines short literacy exercises, cooperative challenges, and guided discussions focused on vocational aspirations, role models, and civic engagement. Sessions alternate weekly between: (i) mentor learning sessions, in which mentor pairs prepare and co-lead activities using a dedicated curriculum on goals and aspirations, vocational skills, and civic engagement; and (ii) small-group mentoring sessions, in which each mentor facilitates a circle of approximately ten Grade 6 girls. Mentee sessions integrate brief literacy activities with guided discussions adapted from the prior week’s mentor learning and planned by the mentors.

Teachers at participating schools coordinate scheduling and space but do not deliver program content. The program is implemented in collaboration with the Ministry of Education and participating schools.

2026-03-02

2026-11-27

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.
Academic achievement: end-of-year Portuguese and Mathematics grades from school administrative records.
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).
Academic achievement: end-of-year Portuguese and Mathematics grades from school administrative records.
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.
Academic achievement: Portuguese and Mathematics end-of-year grades obtained from school administrative records.
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.
Academic achievement: Portuguese and Mathematics end-of-year grades obtained from school administrative records.
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 conduct a cluster randomized controlled trial with 56 public schools in Nampula Province, Mozambique, randomly assigned to treatment (28 schools) or control (28 schools). In each school, 60 Grade 6 girls are selected as mentees and 12 Grade 9–10 girls are recruited as mentors. Treatment schools implement weekly peer-mentoring sessions lasting 45–60 minutes over one school year using a structured handbook; control schools do not receive the program during the study period.

Primary outcomes for mentees include receptive vocabulary, literacy skills, academic achievment, and school retention and progression. Primary outcomes for mentors include vocational direction, changemaking skills, academic achievment, and school retention and progression. Secondary outcomes for mentees include vocational aspirations and changemaking skills, while secondary outcomes for mentors include receptive vocabulary. Outcomes are measured at endline, with administrative follow-up on enrollment and grade promotion in the subsequent school year.

Not available

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

School

Yes

56 schools

Mentees (Grade 6): 60 girls per school will be randomly selected as eligible mentees (3,360 total). Endline data will be collected from a randomly selected subsample of 30 mentees per school (1,680 total). Mentors (Grade 9–10): 12 girls per school recruited as mentors (672 total). Total survey/sample with outcome data: 2,352 students (1,680 mentees + 672 mentors).

Treatment: 28 schools; 30 mentees per school surveyed (840) and 12 mentors per school (336) → 1,176 students with data.

Control: 28 schools; 30 mentees per school surveyed (840) and 12 mentors per school (336) → 1,176 students with data.