Positive Masculinity as Youth Violence Prevention: Implementation and Early Outcomes

Green, F., Preece, C., Allen, K., Manzi, S., Mannes, J., Callaghan, L., Berry, V., Santana de Lima, E., Woodburn, A., Hobbs, T., Harris, J., & Axford, N. (2025). Promoting positive youth development with adolescent boys in UK schools: A theory-driven evaluation of the “Becoming a Man” programme. Journal of Prevention. https://doi.org/10.1007/s10935-025-00888-1

Introduction

Youth violence, especially among adolescent boys, is a a pressing public health concern in the UK. First developed in Chicago, The Becoming a Man (BAM) program aims to reduce violence and improve school engagement by strengthening boys’ social-emotional skills and promoting healthier forms of masculinity. Green and colleagues (2025) evaluated BAM’s implementation and early outcomes in three London secondary schools using a theory-driven, non-randomized design.

Methods

Ninety-seven boys aged 12–14 participated in BAM over two school years. Data sources included program records, school attendance and attainment data, and 36 qualitative interviews with students , parents, school staff, and counsellors. Researchers used descriptive statistics and in-depth qualitative analyses, including embedded case studies, to examine how BAM worked, who it worked for, and under what conditions.

Results

Implementation quality was mixed. Attendance targets were met, but challenges arose around group arrangements, curriculum progression, and school scheduling. Despite these barriers, students who engaged consistently demonstrated improved emotional regulation, self-control, accountability, and decision-making. BAM was influential in such positive outcomes when students also had family, peers, and community supports.

Discussion

Findings suggest BAM can be adapted successfully for UK schools when strong relationships, high-quality facilitation, and school buy-ins are present. The program’s emphasis on reflection, emotional expression, and positive masculinity resonated with many participants. The study highlights the importance of implementation context, counsellor support, and realistic scaling strategies.

Implications for Mentoring Programs

Mentors should prioritize emotionally safe group spaces, model reflective practice, and reinforce accountability rather than punishment. Programs work best when mentoring complements existing supports and when schools actively partner in delivery. Investing in mentor training and relationship-building is critical for meaningful youth development.

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