When schools in urban Tanzania involve parents and communities in social-emotional learning programs for 10- and 11-year-olds, kids show bigger improvements in how they relate to others and in gender equality—especially when activities continue at home and in the community.

67

Pro

0

Against

Evidence from Studies

Supporting (1)

67

Community contributions welcome

67

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

Randomized Controlled Trial

Human

2021 Dec 19

The study shows that when kids in Tanzania did social-emotional learning activities with their families and communities, they showed bigger improvements in fairness between genders and emotional skills than those who only learned in class.

Contradicting (0)

0

Community contributions welcome

No contradicting evidence found

Gold Standard Evidence Needed

According to GRADE and EBM methodology, here is what ideal scientific evidence would look like to definitively prove or disprove this specific claim, ordered from strongest to weakest evidence.

Source Study

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

Score: 67

DOI: 10.1186/s12889-021-12278-3

Similar Assertions

Teaching young kids in cities in Tanzania about emotions and relationships through hands-on group activities, talking about their experiences, and getting involved in their communities helps them believe more in equal rights between boys and girls—way more than just teaching them facts in class.

67

0

87%

Kids in cities in Tanzania between ages 10 and 11 feel more confident, curious, and better at working with others after doing a 6-week program that teaches social and emotional skills through hands-on activities—not just lessons.

67

0

74%