Key Social Norms Take-aways The Growing Up Great! program highlights the importance of targeting deeply rooted social norms that restrict adolescent girls’ bodily autonomy and decision-making power. The evaluation found that while individual knowledge and attitudes improved, sustained gender and power hierarchies in families and communities limited girls’ ability to act on this information. The intervention was most effective when it engaged not just adolescents, but also caregivers, teachers, and health workers in challenging restrictive gender norms and promoting dialogue and support for adolescent reproductive health and rights.
Objectives The evaluation aimed to assess the extent to which the Growing Up Great program improved knowledge, attitudes, and practices related to adolescent reproductive health and gender equality among very young adolescents, as well as among the adults who influence their lives in Kinshasa, Democratic Republic of Congo.
Methods A mixed-methods approach was used, including quantitative endline surveys with over 1,700 adolescents and 1,200 adults (caregivers, teachers, and health workers), and qualitative data from focus group discussions, interviews, and observations. Surveys measured attitudes and practices related to reproductive health, gender roles, communication, and perceived social norms.
Intervention Details Growing Up Great was a multi-component intervention that used age-appropriate educational tools and participatory activities in schools and communities. Adolescents participated in weekly curriculum-based group sessions focused on reproductive health, puberty, and gender equality. Parents and caregivers attended reflection sessions designed to encourage supportive relationships and open dialogue. Teachers and health workers were trained to provide accurate information and youth-friendly services, while community leaders were engaged through advocacy and mobilization events.
Results The program increased adolescents’ knowledge of puberty and reproductive health, and strengthened their communication with caregivers. Girls in intervention schools were more likely to disagree with restrictive gender roles and to report feeling confident in expressing their opinions. Caregivers exposed to the program were more likely to support girls’ decision-making and to communicate about sensitive topics. However, gender norms about male dominance in decision-making and the idea that adolescent girls should remain silent persisted. While adolescents reported more egalitarian attitudes, these often conflicted with what they perceived adults expected or would approve of.
Conclusions Growing Up Great contributed to positive shifts in knowledge and attitudes among adolescents and adults, but social norms around gender and authority continue to limit the full realization of adolescent girls’ agency. For greater impact, program must further address collective norms, increase community support for gender equality, and challenge the power dynamics that constrain adolescent decision-making.