Table 2. CSE program impacts on students, parents, schools, communities, and structures.
Impacts on Students | Participant Responses | ||
---|---|---|---|
Sexuality Knowledge & Behaviors | Increases student knowledge about sexuality and confidence to speak about it | ||
Increases student knowledge of changes during adolescence before they occur | |||
Improves student knowledge and value of themselves and their bodies | |||
Improves student ability to define types of relationships | |||
Students start experimenting (with sex and love) † | |||
Academic Motivation * | Increases student motivation to go to school and reduces dropouts | ||
Increases student comfort at school | |||
Increases student interest in academic studies | |||
Increases student interest in reading | |||
Makes lessons relevant to student’s everyday life | |||
Increases student’s sense of pride to be part of PJL school | |||
High interest in PJL programming leads students to be late to skip or neglect other classes † | |||
Academic Performance | Improves student test scores | ||
Improves student’s ability to balance studies and entertainment/hobbies | |||
Students distracted by PJL educator † | |||
Courage & Confidence * | Increases student self-confidence, ability to take action, and fully participate | ||
Increases student ability to share knowledge and ideas and opinions | |||
Increases student courage to ask questions | |||
Students have courage to share what they have learned in the community | |||
Increases student bravery to disclose violence | |||
Increases student ability to voice their problems | |||
Students have misplaced courage † | |||
Accountability * | Increases student responsibility | ||
Promotes students looking to the future and goal setting | |||
Develops students into leaders | |||
Students become open minded | |||
Skills | Promotes student hobbies and uncovers hidden talents | ||
Increases student general knowledge and skills | |||
Improves student life skills | |||
Behaviors | Improves overall student behavior | ||
Improves student hygiene behaviors | |||
Students shift away from experimenting (with sex and love) | |||
Problem Solving | Provides students with supports and resources for problem solving | ||
Addresses menstruation challenges for students | |||
Mental Health | Improves students’ management of emotions | ||
Separating from the PJL educator makes the students sad † | |||
PJL educators’ diversity of talents makes kids sad † | |||
Social Support * | Increases solidarity and relationships between students | ||
PJL students advise and help others | |||
Strengthens the relationship between parents and children (students) | |||
Students have a trustworthy person/resource to discuss personal matters | |||
Students become attached to PJL educator † | |||
Provides students and teachers with a mediator | |||
Impact on Parents/Families | |||
Family Relationship | Strengthens the relationship between parents and children | ||
Improves parenting | |||
Fathers take responsibility | |||
Parents with problems can use the PJL educator as a mediator | |||
Parent Education & Training Opportunities | Parents receive education | ||
Parents become convinced and are motivated to attend trainings | |||
Parent Engagement with School | Parents allow their children (students) to always go to school (if they are doing PJL) | ||
Encourages parent participation with school | |||
Parent Acceptance | Parents become open-minded about sexuality and taboo topics | ||
Impact on Schools | |||
School Value | Develops and highlights value of the school | ||
Surrounding schools start to ask for a partnership with PJL | |||
School becomes a model school | |||
School Environment | Solidarity flourishes in the school | ||
School becomes fun and welcoming due to PJL educator | |||
Develops humanity | |||
Students wish to become a PJL educator | |||
Creates positive ambiance in the school | |||
School becomes noisy/distracting † | |||
School has a youth activist | |||
School has an educator/colleague/helper | |||
Fills a gap in school’s sexuality education program | |||
Improves school management | |||
Lack of financial support for additional resources (e.g., books, sports balls, games) † | |||
Eliminates the gap between parents, and between parents and PJL educators | |||
Teacher Effectiveness * | Increases ease of teaching lessons to students | ||
Increases understanding and communication between teachers and students | |||
Improves teaching methods and teachers’ skills | |||
Teachers become comfortable to participate in all the different games | |||
Difficulties coordinating the PJL work with the schedules of other teachers † | |||
Improves interactions between students and teachers | |||
School Pregnancy Rates * | Decreased rates of student pregnancy at school | ||
Impact on Communities | |||
Community Role Models | PJL educator is a role model/leader in the community | ||
Community Drugs & Violence | Facilitates the fight against drugs in the community | ||
Facilitates the fight against violence in the community | |||
Malagasy Culture | Brings back Malagasy values/develops the culture in the community | ||
Erases taboos "little by little” | |||
Dance promoted by PJL contradicts local religious traditions † | |||
Community Connections | Unites the surroundings, such as teachers and community members | ||
The community feels like it has friends who nurture and educate their children | |||
People trust the PJL educator | |||
Community Awareness * | The kids use the lessons/knowledge from the PJL educator in their community | ||
Transmits the knowledge gained from PJL and cares for community | |||
Develops the mentality of the community and comfort discussing sexuality | |||
Knowledge gained is transmitted to others in the community | |||
Community becomes interested in PJL | |||
Structural Impacts | |||
Equity | Improves equity | ||
Healthcare | Generates access to reliable healthcare | ||
Infrastructure | Creates infrastructure and provides products (e.g., menstrual pads) |
Italics = directly observed by school principals
* = identified as most important by school principals
† = may be interpreted as negative effects