Peer-reviewed article

"We tell them it is the 'fire age:'" gender, puberty education and adolescent boyhood in two Ethiopian contexts.

Blake SC, Carney A, Sibhat Gebremedhin K, Getachew F, Sommer M · 22 May 2026

Abstract

Introduction As in much of sub-Saharan Africa, adolescent boys constitute a large and increasing share of Ethiopia's population. Masculinity norms, social, and structural factors intertwine to negatively impact boys' and men's health. What, where, and how boys learn about body changes during early adolescence is an important foundation for health over the life course. However, little evidence exists on boys' social and physical transitions in early adolescence. Methods This exploratory qualitative and participatory study applied a social constructionist approach. We gathered insights on boys' learning and interpretation of body changes and their gendered implications. We collected data in two sites: one urban and one rural, representing distinct regions of Ethiopia. Methods included Participatory Activities with groups (n = 8) of adolescent boys (n = 120); Focus Group Discussions (n = 6) with primary school teachers (n = 32); and Key Informant Interviews (n = 15) with adults. Using reflexive thematic analysis, we used a multi-stage approach to code data, triangulate among data sources, and identify themes relevant to understandings of boys' puberty and early adolescence. Results We identified three themes related to boys' experiences of puberty and masculinity norms: 1) the "fire age" is central to male adolescence; 2) boys feel ambivalent about community masculinity norms; and 3) inadequate guidance leaves boys struggling to interpret body changes. Discussion Findings suggested that boys were internalizing and struggling with normative definitions of adolescence and manhood, leaving them unprepared for puberty. A normative understanding held male adolescence as naturally volatile, with boys having limited ability to control their bodies. This fit with broader hegemonic masculinity norms prizing male physicality and justifying gender inequality through biological difference. Despite the centrality of puberty in shared understandings of male adolescence, boys had little guidance on interpreting or managing body changes. The study contributed to global research on the importance of understanding how and what boys learn in early adolescence and puberty. Puberty education should address Ethiopian boys' gendered experiences in tandem with scientifically accurate information.