Uganda continues to face challenges in closing the gender gap in education for adolescent girls. Socio-emotional factors such as self-esteem and perceptions of social support are critical in determining educational outcomes for girls. This study investigates the impacts of a socio-emotional learning curriculum implemented in 10 schools located in Isingiro district of southwestern Uganda. Compared to schools included in a control group, we find improvements in a majority of the socio-emotional indicators targeted by the curriculum including self-efficacy, responsible decision-making, and perceptions of women’s equality to men. We also find improvements in mental health indicators for girls who participated in the curriculum.

乌干达在缩小青春期女孩在教育方面的性别差距方面继续面临挑战。自尊和对社会支持的理解等社会情感因素对于确定女孩的教育成果至关重要。这项研究调查了在乌干达西南部Isingiro区的10所学校实施的社会情感学习课程的影响。与对照组中的学校相比，我们发现该课程针对的大多数社会情感指标都有所改善，包括自我效能感，负责任的决策以及对男女平等的理解。我们还发现参加课程的女孩的心理健康指标有所改善。