In this paper we will reflect on the results of the Girl’s Empowerment in Politics 5 class intervention in Germany and Denmark. This will include the co-construction and contextualisation of the intervention into these new countries with teachers and stakeholders, as well considering the insights from the original 3 countries. We will also present the development of the results from the intervention conducted across several schools and classes (roughly about 7 classes per country). This includes quantitative analyses that examines the differences-in-differences of intervention participants and comparing them with control groups. As well, qualitative analyses, based on the observation of classes, focus groups with students, and interviews with teachers. This research was conducted from February to April 2025. Neither country has taken part in the pilot survey so that the paper will represents the first exploration of potential effects of the intervention training on disadvantaged pupils’ political efficacy.

Hoskins, B., & Carrasco, D. (2024). Understanding Gender Inequality in Political Self-Efficacy in Early Adolescents: Different Measures, Different Gender Gaps. POLITICAL STUDIES REVIEW. https://doi.org/10.1177/14789299241264970 Hoskins, B., & Janmaat, J. G. (2024). Intergenerational transmission and the reinforcement of the political engagement gap: Identifying how university educated parents enable their children to become more politically interested during early adolescence. BRITISH EDUCATIONAL RESEARCH JOURNAL. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.4002 García-Albacete, G., & Hoskins, B. (2024). The gender gap in political efficacy: the accelerating effect of classroom discussions. Social Forces. Advance online publication. https://doi.org/10.1093/sf/soae100