3.4.1. Factors contributing to life skills development
The results from the Generalized Linear Model (GLM) analysis revealed that, among the individual-level variables, training on the life skills development manual was significant (model 2). Among the behavioral-level variables, the confidence to make safe and informed decisions and the necessary life skills to deal with SRH issues were significant (model 3). Regarding environmental-level variables, the district and residence place receiving school-linked life skills intervention was significant (model 4). However, only the variables at the individual level and the behavioral level became significant in the final model.Adolescents who were trained on the SRH life skills showed a significant improvement in mean proper life skills score compared to the control arm at unstandardized coefficient (β = 1.915, 95% CI: 1.411–2.418). Adolescents in the intervention clusters (β = 1.999, 95% CI: 1.562–2.436) were predicted to be more confident to make safe and informed decisions than those in the control clusters. We found that adolescents in the intervention clusters were more likely to possess the necessary life skills to deal with SRH issues (β = 1.66, 95% CI: 1.233–2.087) than those in the control cluster. This study showed that adolescents in the intervention clusters (β = 1.563, 95% CI: 0.994–2.132) were more likely to understand others' feelings than those in the control clusters. Adolescents who identified their vision, abilities, and short- and long-time goals (β = 2.069, 95% CI: 1.562–2.576) were more predictable to have appropriate SRH life skills than others (Sexual and reproductive health life skills progress-related factors, Guji, zone, South Ethiopia, February 2022 (