of the entire Girls Health Champions curriculum. The Champions were then divided into four equal-sized groups, with each group assigned to one of the four modules of the Girls Health Champions curriculum. Each of these four groups then separately spent eight hours learning their assigned topic from an NHF adult health worker and practicing the teaching of the module as a group. Over the course of several days, each of the four groups of Champions were then provided structured opportunities during school hours to teach their specific module to the non-Champion participants in their school, as well as to the other three groups of Champions who had been trained in the other three modules. The teaching sessions led by the Champions took four hours in total, and the30% higher on the Knowledge assessment at mid-year than at baseline. On the Attitudes assessment, ninth and tenth standard participants scored over 40% higher at mid-year as compared to baseline. Scores at mid-year did decrease when compared to scores immediately post-intervention, with several months having elapsed since participants were exposed to the intervention's educational content. Participants might benefit from more frequent sessions to continue building retention over time, and more research could be conducted to better understand the benefits of increasing the frequency of sessions.

Several studies have suggested that peer education programs mainly benefit the peer educators, rather than intended beneficiaries \[[@B24][@B25]\]. To demonstrate the impact of the intervention on peer educators and non-peer educator participants, the researchers stratified results on the Knowledge and Attitudes assessments by Champion