Mixed methods evaluation of SKILLZ to prevent sexual violence among adolescent boys in Zimbabwe

DETAILED SUMMARY

Importance

• Sexual violence is highly prevalent in Africa and closely linked to HIV risk, early pregnancy, and harmful gender norms. Programs targeting boys are critical, yet there is limited evidence on sport-based interventions that engage boys in preventing violence and promoting healthy behaviors.

Objective

• To assess the feasibility, relevance, and effectiveness of the SKILLZ No Means No curriculum, including boys’ self-efficacy around communication and seeking support, and to compare it to No Means No Worldwide’s standard Boys & Young Men curriculum among adolescent boys in Zimbabwe.

Study details

• Study design: Mixed methods study (with comparator curriculum); no control group.
• Data collection tools: Attendance registers; pre- and post-intervention questionnaires; focus group discussions; key informant interviews.
• Participants: Boys aged 9-17 years; near-peer instructors.
• Implementation setting: Schools and community settings in Tsholotsho and Nkayi Districts, Zimbabwe (rural).
• Study period: August 2022–early 2023.

Intervention

• SKILLZ No Means No: A 12-hour soccer-based curriculum adapted from No Means No Boys & Young Men, delivered through interactive sessions combining soccer activities and discussions on sexual violence prevention, gender norms, HIV/STIs, and substance abuse; implemented by trained near-peer instructors in school/community settings.

Results

• In an initial pilot phase (October–December 2022), 909 boys enrolled and graduated (100% retention); a pre/post questionnaire attempt fell far short of its target sample (107/102 vs. a target of 455) and was excluded from analysis due to reliability concerns, so pilot findings rely primarily on qualitative data.
• Boys and instructors reported applying skills learned, including bystander intervention, avoiding violence, and challenging harmful gender norms, with increased comfort disclosing bullying and abuse to instructors (though no disclosures of sexual violence occurred during the pilot).
• Quotes: 
  • “I saw two boys fighting. I pretended to be running away from a dog and I distracted them.” (Youth participant)
  • “I used to disrespect girls but now I treat them equally and it is my responsibility to protect them.” (Youth participant)
• In a subsequent, larger survey (n=1,623) in early 2023, results demonstrate a 129% increase in knowledge (33% to 75%) and an 84% increase in attitudes (41% to 76%) among SKILLZ No Means No participants.
• Compared to NMNW’s standard curriculum (n=567), SKILLZ No Means No participants showed roughly double the knowledge gain (129% vs. 75%) and triple the attitude gain (84% vs. 30%), and Bantwana Zimbabwe reported a higher graduation rate (100% vs. 82%).

Conclusions and Implications

• SKILLZ No Means No appears feasible to implement and relevant to the risks boys face in their communities, with reported gains in bystander-intervention skills, gender-equitable attitudes, and self-efficacy around communication and help-seeking; the later, larger survey lends preliminary quantitative support to these qualitative findings and suggests possible added value over the standard curriculum, though the pilot’s own small-sample data were unreliable.
• Future training will include additional curriculum contextualization for younger boys in rural areas, more content on conflict resolution, and expanded engagement with family and community stakeholders to broaden impact.