The evaluation findings indicate that the programme had a greater positive impact on the participants in Soweto than Alexandra, and in general on the female participants. The Soweto group had participated in a previous Khulisa programme, and this appears to have established a foundation on which the creative arts programme could have a maximized benefit. It is therefore recommended that the programme incorporate an induction session if it is used as a stand-alone component, to identify specific needs of the participants, discuss the methodological approach, and understand the school and learner context. 

The programme further appears to have met the need of female learners to a greater extent: they indicated that they had improved their self-esteem, communication skills and relationships. The female participants met the expected outcomes of the programme, as highlighted earlier in this report. 

The male learners did not respond positively to the programme and indicated that they required more time to talk and discuss their problems in a counselling or therapeutic setting. Although the programme opened their minds to thinking about relationships, courage and increased self-awareness, the programme did not appeal to them nor provided a safe space for them to express their feelings. It is recommended that peer group counselling sessions be held with the boys from Alexandra over a six week period to provide this space and counselling. The sessions would need to be conducted in their home language and ideally by a man who can provide peer role-modelling. The educator at the school indicated that this group of boys is extremely difficult to engage with and that further interventions are required.