Youth Violence Prevention through Education in Latin America and the Caribbean: A systematic review

• In Event: Shaping Educational Change in Latin America and the Caribbean

Proposal

This systematic review includes evidence spanning the last 20 years with a focus on Latin America and the Caribbean, with an education for youth violence prevention focus. We reviewed evidence in three languages; English, Portuguese and Spanish, and considered a wide range of approaches, influenced by Bronfenbrenner’s ecological model. In that regard, we looked at school-based programs, as well as targeted community-based programs that built youth employability and their civic responsibility and community engagement. We also focused on programs with parents and families that improved family functioning as well as family-school connectivity, and programs in schools and communities that exclusively targeted gender or other forms of violence and discrimination—particularly against women, LGBTQI+, youth with disabilities, minorities, refugees, and displaced youth.
We included high and medium quality quantitative and qualitative studies,², and briefly looked at evidence from global contexts through searching for relevant systematic or literature reviews. Our systematic search, screening, and critical appraisal process resulted in 136 papers. We undertook a meta-analysis of some studies that allowed us to compare similar outcome constructs and programmatic specifications, while for many others we conducted a narrative analysis.
This systematic review was developed by the International Rescue Committee (IRC) within the framework of the USAID RETO Project to strengthen educational systems in evidence-based decision-making. This project was developed in Honduras, Guatemala, and El Salvador 2021 – 2024.
FINDINGS
The evidence suggests that there are seven categories of promising pathways to mitigate violence through education for youth. They are: (a) building social-emotional learning (SEL) skills, (b) preventing substance abuse, (c) building employability and gaining employment, (d) building civic responsibility and community engagement, (e) improving relationships with teachers, parents and peers, (f) feeling safe and supported in schools as well as (g) being safe from the impact of harmful gender, social and cultural norms.
School-based programs are the largest group of programs and approaches that build youth SEL skills in schools have a positive impact on both SEL outcomes and violence-related outcomes. Our meta-analysis of quantitative studies found moderate impact on these outcomes. Building certain SEL skills such as relationship skills, emotional regulation, self-management, and impulse control are directly associated with a reduction in violent outcomes, particularly aggression or acting out violently. Some other key outcomes, reported by qualitative studies, associated with SEL are: (a) improved understanding of what to do during disagreements or when youth are unhappy, (b) feeling capable of solving issues through talking instead of resorting to violence, and (c) conflict management, de-escalation of fights or disagreements.
Anti-bullying programs are also promising, with a small effect estimate (small impact) in their ability to impact outcomes such as the incidence of bullying, experiencing or witnessing bullying, and/or acting against bullying. Qualitative studies also emphasize the value of adopting a whole-of-school approach. Studies highlight restorative justice programs that use techniques such as culture circles, in which students, teachers, school leadership, counselors, and sometimes parents, participate in interactive workshops, discussions/joint reflection, psychoeducation, and team-building activities. Teachers and school administrators are often also trained in conflict management and social and leadership skills. Even though not yet backed by quantitative studies, these programs are promising.
At the community level, our meta-analysis found moderate impacts of employability programs on both SEL and soft skills (skills that can serve youth well in their jobs and personal life) as well as small impacts on employment outcomes. From quantitative studies, there was also a positive association between having SEL/soft skills and being employed with a reduced propensity to act violently/engage in anti-social activity (particularly in the case of male youth) or experience violence (particularly in the case of female youth).
A small body of qualitative evidence also shows that having a community engagement component or building cultural or social values, independently or within employability programs, can also have beneficial effects on youth, particularly outcomes such as connectedness with their communities, feeling empowered, and adopting beneficent (socially good) behaviors.
At the family level – targeting family dynamics and parent-child relationships are effective, particularly for at-risk youth. Several rigorous quantitative evaluations report positive impacts on outcomes such as risky youth behaviors and rebelliousness. Evidence from qualitative studies also supports these findings and potential pathways of change.
A cross-cutting category of programs, primarily implemented within schools and sometimes communities, are those addressing gender norms and gender-based violence. The evidence in this area is limited and largely comprises targeted dating violence prevention programs or more generic gender norm change programs geared towards both genders in school contexts. There is evidence of a reduction in harmful gender stereotypes and acceptance of peer aggression and physical
violence against women, among women.
GAPS IN EVIDENCE
There is a significant evidence gap for programs aimed at other vulnerable youth, including LGBTQI+, youth with disabilities, youth from different ethnic or cultural backgrounds, refugees, and displaced people. There are also gaps in evidence on program costs or cost-effectiveness, and how to successfully scale-up promising approaches.
RECOMMENDATIONS
• Education-focused programs targeting youth violence prevention in LAC must invest in building targeted youth SEL and life skills, particularly skills in the competency framework as elaborated by CASEL/IES (2017).
• We recommend exploring whole-of-school approaches for programs looking to improve the school environment and/or address school-based violence. In this category, restorative justice programs implementing activities such as culture circles are promising approaches.
• Employability programs show promise, particularly those that incorporate SEL, life, and soft skills training.
• We also recommend implementing parenting programs, particularly to support at-risk youth and families.
• More programming and research are needed on how to influence gender or social norms and reduce GbV, particularly those that target behavior change, as opposed to changes in attitudes and knowledge. A gender approach in interventions (such as gender-transformative approaches (GTAs),gender-mainstreaming approaches, or gender-specific approaches) is critical, as is an investment in qualitative and participatory studies that explore the complexity of the GBV phenomenon.
• We strongly recommend adapting programs from North America/Europe or those from urban contexts to address cultural, location-based and/or other contextual realities of the LAC region and/or rural settings.

Authors

• Ligia María Aguilar Dominguez, International Rescue Committee

• Anjini Mishra, International Rescue Committee