EVIDENCE
What does the Evidence Tell Us?[1]
There is a growing body of evidence that supports positive youth development approaches. The type of programming that supports this often takes place in safe spaces, such as youth centers or in after-school programs. However, there is considerably more to learn about the effective components of high-impact programs.
The following components contribute to positive outcomes for youth in safe spaces and youth community programs:
- physical and psychological safety;
- clear and consistent structure and appropriate supervision;
- supportive relationships;
- opportunities to belong;
- positive social norms;
- opportunities for skill-building;
- ethical practices;
- anonymity;[2]
- behavior-management processes.[3]
While there is a need for additional and more robust studies, some safe space programs showed positive results in the self-esteem and confidence of participants.[4] Findings from studies within a systematic review of mental health programs indicate that there is evidence that school-based programs implemented across diverse low- and middle-income countries (LMICs) can have significant positive effects on students’ emotional and behavioral problems, including reduced depression and anxiety and improved coping skills.[5] The current body of research indicates that in the educational domain, programs were more successful in increasing school enrollment, attendance, and enhancing soft-skills than improving educational attainment. In addition, programs that focus on gender were able to demonstrate shifts in attitudes, but not behavior. The programs that were more likely to be successful were the ones that involved other community members and influencers in young peoples’ lives, such as parents and family members.[6]
What Makes a Youth Safe Space Successful?
“Software” (staffing and programming) is more important to the success of a center than the “hardware” (physical structure). The “software” should emphasize positive youth development as a whole through youth-driven programs, events, and initiatives; focused training for volunteers and staff; and provide a safe space for youth voice and input.
What do Others Have to Say About What Makes a Youth Center Successful?
- “Developmental relationships are at the heart of how youth grow, learn, and thrive.” — Relationships First: Creating connections that help young people thrive | Search Institute
- “It is youth ownership, community connectedness, and effective coordination that are the keys to survival.” — What Makes For A Successful Youth Centre? | HeartWood Institute
- “Successful teen programs build in opportunities for genuine input and offer choices for development of creativity, leadership, and autonomy.” — Developing spaces by and for teens in out-of-school-time programs. | Children’s Investment Fund
- “[Youth Centers] are aimed towards building resilience skills among children, adolescents, and young adults.” — Creative Associates Outreach Center Manual
- Successful youth organizations “have safe, accessible spaces for participants and actively engage community members—including parents, families, and community leaders, as well as government, private sector companies, and NGOs.” — Youth Development Centers and Programs in the Middle East and North Africa Region Report - USAID.
[1] This section draws from the evidence compiled by John, N. & Kapungu, C. (2019). An Overview of Safe Space Programs in Low-and Middle-Income Countries using a Positive Youth Development (PYD) Lens. Washington, DC: YouthPower Learning: Making Cents International.
[2] Lobo, Roanna, Graham Brown, Bruce Maycock, and A. McManus. “Development of an Evaluation Framework and Evaluation Approaches for Peer-based Youth Programs – Interim Report.” Perth: Western Australian Centre for Health Promotion Research, Curtin Health Innovation Research Institute. (2010).
[3] National Research Council and Institute of Medicine. Community Programs to Promote Youth Development, Committee on Community – Level Programs for Youth, Eccles, and Appleton Gootman (Eds.), Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education, National Academy Press, Washington, D.C. (2002).
[4] Marcus R., Gupta-Archer N., Darcy M., and Page E. (2017 September). GAGE rigorous review: Girls’ clubs, Life-skills Programmes, and Girls’ Well-being Outcomes. https://www.gage.odi.org/sites/default/files/2017-10/GAGE%20Girls%20Club%20Report%20FINAL.pdf.
[5] Barry Margaret, Aleisha M Clarke, Rachel Jenkins, and Vikram Patel. A Systematic Review of the Effectiveness of Mental Health Promotion Interventions for Young People in Low- and Middle-income Countries. BMC Public Health 13 (2013): 835.
[6] Marcus R., Gupta-Archer N., Darcy M., and Page E. (2017 September). GAGE rigorous review: Girls’ clubs, Life-skills Programmes, and Girls’ Well-being Outcomes. https://www.gage.odi.org/sites/default/files/2017-10/GAGE%20Girls%20Club%20Report%20FINAL.pdf.
