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Background: Pre-adolescence considered a significant phase in children growth and development. It is a time of maturity, growth and change that enables pre-adolescent boys and girls start to explore and develop self-esteem-and-efficacy of own gendered identities before any other external influence and societal expectations. The problem is having effective mentorship approaches to adequately support this process. Failure to which these girls and boys between the ages of 8 and 12 may end up transiting to full adolescence phase having negative social, health and emotional characteristics. Purpose: Children of pre-adolescent period are often vulnerable to experiences linked to their physical and mental health, body image and self-esteem and systemic barriers with negative impacts on their personal growth and development. Methods: A descriptive-cross-sectional study design was adopted in the study, carried out in Uasin Gishu County. The survey targeted 246 participants consisting of pre-adolescent boys and girls (8 to 12 years) and the mentor officers in Uasin Gishu County. A sample size of 152 respondents was selected using Yamena (1967) and Cochran (1963; 1977) formula. Pre-adolescent boys and girls and mentors were units of analysis. Primary data was collected via questionnaire and key informant interview schedule. The data was analysed with the help of quantitative and qualitative data scientific modes of statistical package for social sciences (SPSS) tool. Findings: The highest ranked approach was identified as the effective mentorship approach dimension being “site-based program approaches” having (M = 4.22, SD = .603), followed by “peer-to-peer program approaches” having scored (M = 4.01, SD = .759) and the least ranked program approach was “Pre-Adolescent Boys and Girls Programs approaches” having scored (M = 3.45, SD = .723). The results indicate that the respondents agreed with all the 12 program approach dimensions and were certain that these dimensions agreeably described their perceptions about effective mentorship approaches on personal growth and development given the composite mean score (M=3.89, SD=.695). The relationships between the peer-to-peer, site-based and pre-adolescent boys and girls programs approaches and personal growth and development scores are highly significant (p< 0.001). Conclusions: effective mentorship approaches are significant in peer-to-peer, pre-adolescent children, and site-based and determine a number of ways for the growth and development of pre-adolescent boys and girls. These ways include appropriately building of knowledge, skills and attitudes to deal with bad behaviours such as cultism act, homosexuality, total disobedient to teachers, parents and any senior citizen, to arson, bullying, killings, gun shooting sprees in learning institutions, murder of peer partners (subdividing the body into parts), violence and addiction to alcohol and hard drugs, the concoction of indiscipline is proving to be a very hard nut for teachers and parents to crack. This steers the pre-adolescent children towards bold futures.

Background: Globally, Closures of schools to mitigate the increase of COVID-19 have caused unprecedented disruption for nearly 1.6 billion school going children across the globe. Those affected the most are adolescent girls extremely in developing countries and the poorest households. Methods: Cross-sectional, quasi-representative survey of pre-post analysis, using a randomized sample from the adolescent girls in public primary schools. In total, 48 school administrators (24 head teachers and 24 deputy head teachers) and 14,917 pupils from 24 public primary schools in north rift region of Kenya. Therefore, the study population will be 30 administrators and 2378 adolescent girls in public primary schools in Uasin Gishu County of Kenya in 2021 and 2022. A sample size of 343 was assumed as the proportion suitable for this study using stratified random sampling techniques. Results: Majority were in the age bracket of 11-14 years old accounting for 174 (74.0%) compared to 61 (26.0%). Those in class 7 were the majority represented by 100 (42.6%); class 6 accounted for 87 (22.2%) while class 8 accounted for 48 (20.4%). The COVID- 19 containment guidelines were largely violated among the adolescent girls, which is a confirmation of behaviour change and lack of observation of prevention and control measures. not able to have increased access to economic opportunities, better health outcomes or useful, empowering knowledge, attitude and skills due to COVID- 19 Pandemic disruptions to key socioeconomic factors that support various families with composite mean score of (1.58, S,D .858) indicating strong disagreement with all the fifteen items that measured state of COVID- 19 outbreak impacts on wellbeing of adolescent girls. The findings showed that the Pearson’s correlation between COVID- 19 pandemic containment guidelines and the wellbeing of adolescent girls is [R =-0.624, p = 0.000], wellbeing and lockdown measure [R = 0.966, p = 0.000], stay at home measure [R = 0.921, p = 0.000], group gathering restrictions measure [R = 0.926, p = 0.000] and COVID- 19 Pandemic [R = 0.832, p = 0.000], showing a statistically significant bivariate association between the independent and dependent variables. Increased COVID- 19 Pandemic containment guidelines led to greater disruptions of basics of wellbeing environment. School closure had -0.718; Lockdown measure indicated -0.802; stay at home -0.679; while group gathering restrictions showed -0.812 all revealing significant bivariate associations with wellbeing of adolescent girls all explaining 53.2% of the wellbeing dimensions in this paper [R2 = 0.532, p = 0.000, ß = 0.615, t =5.857, ?= 0.000]. Therefore, the hypothesis that “hypothesis that COVID-19 pandemic restriction guidelines do not affect wellbeing of adolescent girls” is rejected and concluded that there is an effect of COVID -19 pandemic restriction guidelines on wellbeing of adolescent girls among the public primary schools. Conclusions: COVID -19 pandemic restriction guidelines has greater negative effects on wellbeing of adolescent girls among the public primary schools. Adolescent girls experienced disrupted fundamental acquisition, access, distribution and delivery of education, health, economic empowerment, all gender-based-violence forms, water-sanitation-hygiene, conflicts-emergency-humanitarian-settings, as well as adolescent girls’ intersecting needs leading to declining state of wellbeing.