Youth leadership initiatives play an important role in fostering civic engagement, social responsibility, and positive youth development. However, limited research has been conducted on how these programs are implemented and sustained in under-resourced international contexts. This study evaluates a youth leadership program implemented in Bengaluru, India, in partnership with a local non-governmental organization serving adolescents and educators in under-resourced communities.

Supported by a faculty grant, the project expanded a prior curriculum-development initiative requested by the NGO. Grounded in youth empowerment and transformational leadership frameworks, the program used a train-the-trainer model in which teachers and school counselors were trained to facilitate leadership development activities with youth participants. The curriculum emphasized leadership, advocacy, communication, and socio-emotional learning aligned with the United Nations Sustainable Development Goals, particularly Goal 3 (health and well-being) and Goal 4 (inclusive and equitable education).
A mixed-methods design was used to evaluate the program. Quantitative survey data were collected from youth participants to assess changes in leadership confidence, communication skills, emotional regulation, wellness perceptions, and community engagement. Qualitative focus groups were conducted with teacher-trainers to explore program implementation, cultural relevance, and perceived student outcomes. Participants reported observable improvements in students’ confidence, patience, and emotional regulation (e.g., strategies for managing frustration, increased engagement).

Findings highlighted the value of culturally responsive leadership programs that combine youth development with opportunities for real-world application. The presentation will share key outcomes and offer evidence-informed recommendations for developing sustainable youth leadership initiatives that strengthen educator capacity, youth agency, and community engagement in global educational contexts.

Authors:
Kelly Torres, The Chicago School, United States
Katherine Green, The Chicago School, United States

About the Presenter(s)
Kelly M. Torres, Ph.D. is the Department Chair of the Educational Psychology and Technology program at The Chicago School. Her research interests are focused on international education, innovative technologies, and online learning.

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