Leaders Gang was created to address a structural gap in education systems: young people (19-23 years old) from disadvantaged backgrounds who achieve strong academic progress are still overlooked and lack adequate support.
Evidence shows that socioeconomic background has a prevailing and limiting impact on access to the labor market, despite successful graduation from higher education. These young people often lack access to transversal skills, professional networks, and role models to enable their social mobility and career trajectories. At the same time, they are largely invisible to both support programs and employers.
Leaders Gang was designed to protect and accelerate this trajectory. In partnership with the Ministry of Education, we use administrative education data to identify young adults who show exceptional academic progression during secondary education despite socio-economic disadvantage. We then place them in a structured, real-world learning environment where they develop employability and leadership skills by taking responsibility as facilitators rather than passive learners. Through Leaders Gang, they also build a support network and gain access to inspiring role models.
The goal is to strengthen agency, build networks, and make talent visible while simultaneously creating new role models for younger students. This dual impact addresses both individual mobility and systemic inequality.
Leaders Gang is a structured, year-long educational model based on academic evidence, experiential, and peer-led learning.
1st, participants are identified (20/21 years old) using Ministry of Education data, based on academic progression and socio-economic indicators (e.g., social security benefits).
2nd, each participant is matched with a secondary school, often their former school, and receives a two-day intensive training in transversal and facilitation skills, using non-formal education methods, such as role play and peer learning.
3rd, participants act as facilitators and deliver four structured workshops to a class of secondary school students. The methodology follows a defined progression. Students identify real problems, design solutions, and present projects, while facilitators develop facilitation and leadership skills through practice in a real-world setting of complex human relations.
Between workshops, participants receive individual mentoring focused on reflection, feedback, and goal-setting, reinforcing learning and personal development.
The program also includes exposure to employers, peer community building, and encounters with inspiring leaders, strengthening networks, and labor market readiness.
Impact is rigorously measured. In 2022/23, a randomized control trial established a causal effect on key competencies. Since then, we assess 12 transversal skills using validated tools, with pre-, mid-, and post-measurements to track development over time.
Leaders Gang has expanded through a combination of institutional partnerships, evidence and a scalable design.
The programme operates nationally in Portugal, engaging participants and schools across multiple regions, including rural and low-density areas. It is implemented in collaboration with the Ministry of Education, schools, municipalities and private sector partners.
Its growth is driven by a built-in multiplier effect. Each participant facilitates workshops for secondary school students, reaching an average of more than 20 younger learners. This allows impact to scale without proportional increases in cost.
The model has been strengthened through evidence. In 2022/23, a randomized control trial demonstrated a causal impact on key competencies. Subsequent editions use longitudinal measurement of 12 skills, assessed before, during, and after the program, consistently showing positive development.
This combination of measurable outcomes, institutional collaboration, and peer-led delivery has enabled steady expansion and increased credibility among education stakeholders, employers, and policymakers.
The model is now in a consolidation and scaling phase, with growing interest in replication beyond the initial context.
We increased mentoring hours and are testing a group with less intensive (original) tutoring treatment and a group with an increase and more substantial (hours) in tutoring treatment.
To implement Leaders Gang, organizations should focus on the core design principles.
First, identify a target group of young adults who have demonstrated strong academic progression despite socio-economic disadvantage. This can be done through education data or structured school referrals.
Second, secure access to real-world, challenging settings, such as secondary schools in Leaders Gang.
Third, provide intensive training in facilitation, leadership, and non-formal education methods to ensure participants are prepared to lead classroom sessions. Ensure highly qualified, experienced, and pedagogical facilitators who are close in age to the beneficiaries to ensure identification.
Fourth, implement a structured cycle of real-world challenges such as our peer-led workshops, combined with regular mentoring sessions to support reflection, feedback, and personal development.
Fifth, integrate exposure to employers, role models, and professional environments to strengthen networks and career readiness.
Finally, measure impact using a clear framework. At a minimum, assess skills before and after participation. Ideally, include mid-point evaluation and use validated tools.
The model can be implemented by education systems, NGOs, or schools with these core components. External support can accelerate implementation, but the methodology is designed to be transferable across contexts.
