Youth Perception of Influence in Their Community

Output

Outcome

% of targeted youth who believe they can influence the [specify: civic / political / economic] life in their community

This indicator measures the extent to which young people feel empowered and capable of influencing decisions or processes that affect their lives and communities. The perceived influence may pertain to youth perceptions of agency, participation, and inclusion. These are essential dimensions of democratic governance, social cohesion, and youth development. A positive shift in this indicator suggests that young people’s voice, confidence, and ownership in community affairs is enhanced.

Determine the indicator’s value by using the following methodology:

1) Define the target group, reference period, perceived influence, and domains of community life.

• Define “youth” according to national or project-specific criteria.

• Specify the target group (e.g. youth engaged in project activities or youth living in target communities).

• Define the target community (e.g. geographical area, school, neighbourhood).

• Define “perceived influence” rather than actual decision-making power or institutional influence. That is, young people’s belief that they have a voice, can express views, and can potentially shape outcomes.

• Clarify which domain(s) of community life the indicator covers in your intervention context:

  • civic life (community initiatives, volunteering, social activities)

  • political life (engagement with local authorities, consultations, youth councils)

  • economic life (access to jobs, services, local economic opportunities)

  Projects may focus on one or more domains depending on the intervention design; the same domain(s) (and survey questions) should be used consistently at baseline and follow-up.

2) Design perception-based survey questions. Develop survey questions that capture young people’s perceptions of their ability to influence the given domain(s) of their community life. Use easy to understand and age-appropriate language and adapt questions to the local context. Example questions and response options include:

POSSIBLE SURVEY QUESTIONS (Q) AND ANSWERS (A)

Q1 (civic life): To what extent do you think young people like you can help make your community a better place? Examples may include sharing ideas in community discussions, helping others, or joining local activities and initiatives.

A1:

1) to a great extent

2) to some extent

3) to a small extent

4) not at all

5) I don’t know

 

Q2 (political life):  To what extent do you think young people like you can influence the decisions that local authorities make about your community?

A2:

1) to a great extent

2) to some extent

3) to a small extent

4) not at all

5) I don’t know

 

Q3 (economic life): To what extent do you think young people like you can influence the economic life of your community? For example, could you influence which services or jobs are available?

A3:

1) to a great extent

2) to some extent

3) to a small extent

4) not at all

5) I don’t know

 

Surveys should only include the questions relevant to the intervention focus.

You may add an open-ended follow-up question for respondents who think that they cannot influence the given domain of their community life: Q4: Why do you think that young people, like you, cannot have such influence?

 

3) If you ask about more than one domain of the community life, define how many questions need to be answered “to a great extent” or “to some extent” for a respondent to be considered as believing they can influence community life. Apply this rule consistently across all respondents and measurement points.

4) Collect data through a survey with a representative sample of your target group.

5) To calculate the indicator’s value, divide the number of youths who believe they can influence community life “to a great extent” or “to some extent" by the total number of respondents. Multiply the result by 100 to convert it to a percentage.

The data can be disaggregated by gender, urban / rural location, or other context-relevant socio-economic categories, as feasible and appropriate.

1) If you want to understand how youth perceptions change over time, establish a baseline during the first data collection cycle and repeat the survey at defined intervals (e.g. annually and/or at endline) using the same questions, tools, and sampling strategy to ensure results are comparable. To establish contribution of project interventions, in many cases it suffices to include survey questions that refer to the interventions in follow up rounds. An example question could be: In your opinion to what extent have [specify the interventions] helped to increase influence over [define]?

2) Given that young people’s sense of influence is shaped by multiple actors and contextual factors, use qualitative methods to better understand the project’s contribution to observed changes in youth perceptions. While recognising that beliefs about influence are affected by broader social, political, and economic dynamics, examine how project activities may have contributed to shifts in young people’s confidence, agency, or perceived opportunities to influence community life. Use interviews, focus group discussions, reflection sessions, or document reviews to explore whether:

• The project directly supported youth (e.g. through skills-building, mentoring, leadership opportunities, or access to decision-makers);

• Project-supported youth groups, CSOs, or platforms created spaces for youth voices and engagement; or

• Project-supported evidence, advocacy, or communication helped signal to youth that their participation is valued and can make a difference.

3) Believing in influence does not always translate into actual engagement. If you want to understand whether increased confidence leads to real participation, complement this indicator with simple follow-up questions or observations about youth actions. For example: In the past [X] months, have you taken any steps to try to influence decisions or activities in your community? Such follow-up questions help determine whether perceived influence is accompanied by real behaviour change and/or civic, political, or economic engagement.

4) If needed and if your resources allow, consider exploring the reported reasons for why some youth feel they cannot influence their community’s civic, political, or economic life. This can be achieved through focus group discussions or key informant interviews. Document key factors shaping these perceptions - e.g. lack of opportunities, negative experiences, limited access to decision-makers, social norms. Use these insights to interpret survey trends and inform strategies to strengthen youth engagement and empowerment.

5) If your project has a strong Gender Equality and Social Inclusion component, assess whether perceptions of influence differ among marginalised or underrepresented youth - women, youth with disabilities, ethnic minorities, persons with disabilities - and whether they experience specific barriers to influencing community life. Explore whether these groups feel heard, included, or empowered in civic, political, or economic spaces. Use these insights to recommend ways to make youth engagement opportunities more inclusive, accessible, and equitable.

6) If you prefer a qualitative indicator, consider reformulating the indicator as Extent to which targeted youth believe they can influence the civic, political, or economic life in their community and use qualitative methods and approaches.