Partner since 2012


Investment to date: $34,000


2016 Students: 1,050


Cumulative Students: >3,200


ADIMTU is a locally-led community based organization with an innovative program targeting middle school girls, many of whom are from indigenous and poor rural villages.  ADIMTU is based in San Pedro Sacatepéquez in the Department of San Marcos, Guatemala.   Their initial research identified middle school as a vulnerable period where girls dropped out frequently due to early marriage and the expectation to assist with work at home, and to contribute to their families’ survival.  With this in mind, ADIMTU’s Leadership Institute was designed to focus adolescent girls’ development as leaders, learners, and community volunteers over the three years of middle school.  Based on the program’s positive results, feedback from parents and teachers and a desire to create broader change,  ADIMTU has worked with Department of Education colleagues to include boys in the program since early 2016 and transition implementation of the program to the government teachers hoping to eventually turn over the program to the Department of Education.


ADIMTU’s Leadership Institute aims to promote academic success, leadership skills and strengthen family support for education.  Each year has a specific focus:

  1. To better understand the lives of their parents students ask them questions about their family, education, and work experiences, creating a life story of their parents, written and illustrated by the students.
  2. Students borrow books from ADIMTU's library and read them to their families, fostering a culture of reading and conversation within their families.
  3. Students become big sisters/brothers for at-risk primary students, mentoring and tutoring younger students to keep them from failing or dropping out of school. 


  1. Move from a Girls' Leadership Institute to one for girls and boys in order to tackle and address broader gender issues within Guatemalan society and foster new pathways for personal, community and social progress.
  2. Document, evaluate and share results of the program and its outcomes with families, schools and the education system
  3. Seek avenues for longer term sustainability of the program, including seeking appropriate ways to transition the ownership and implementation of the program from ADIMTU to the Department of Education.