The Effects of Universal Design for Learning on Fifth-Grade Puberty Instruction to Enable Accessibility for Students with Disabilities.

This article examines the effectiveness of applying Universal Design for Learning (UDL) to a 4-day fifth-grade puberty education workshop, focusing on improving accessibility for diverse learners, including students with disabilities. In a randomized controlled trial involving 30 schools and over 2,000 students, both UDL-adapted and standard workshops significantly increased students’ puberty knowledge, with no difference between conditions; however, students receiving the UDL version reported a higher sense of self-competence. Educators implemented the UDL curriculum with high fidelity and noted enhanced student engagement but faced challenges related to technology use, multiple representations of content, and classroom management. The study highlights the potential of UDL to support self-competence in puberty education delivered by drop-in instructors, while emphasizing the importance of classroom context and support for diverse learners.