Violence affect learning environments negatively, creating an atmosphere of fear and aggression. These are certainly not conditions under which learners should be subjected to as part of their learning experiences.
This guidance represents the action and commitment that the Church of England is taking to stamp out homophobic stereotyping and bullying for the children and young people educated in our schools.
This two-part guidance note is part of a series of DFID guidance notes on VAWG. It focuses specifically on how to address VAWG in education programming, where DFID aims to make progress towards two key impacts: 1.
There is an increasing number of “rainbow families”: families where one or both parents or/and co-care takers are lesbian, homosexual, bisexual or transgender.
This document addresses a particularly troubling form of discrimination: homophobic and transphobic bullying in formal education settings This document is primarily aimed at educational institutions and authorities, including schools and ministries of education.
Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment.
The right of access to comprehensive sexuality education (CSE) is grounded in fundamental human rights and is a means to empower young people to protect their health, well-being and dignity.
This Sex Education Forum guidance is designed to support schools in reviewing and updating their policy on sex and relationships education (SRE).
This new guidance developed by the PSHE Association, Brook, and Sex Education Forum supplements 2000 statutory guidance on SRE.
Every child in every school has the right to learn free from the fear of bullying, whatever form that bullying may take. Everyone involved in a child's education needs to work together to ensure that this is the case.