Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options.
While there is no doubt that education is transformative, simply going to school is not enough. Real learning, the process of receiving and distilling information, of thinking and creating and producing and socializing, is less likely to happen if a child is scared or traumatized.
These recommendations from the Technical Advisory Group (TAG) on Schooling during the COVID-19 pandemic of the WHO Regional Office for Europe represent the work of the TAG between October 2020 and June 2021.
Learners with disabilities are disproportionately affected by school violence and bullying at all ages and in all learning settings. This has significant adverse impacts on their education, health and well-being.
This report synthesizes available evidence on the policies and practices of 40 African partner countries of the Global Partnership for Education (GPE) in responding to the impact of COVID-19 on the well-being of school children in sub-Saharan Africa (SSA).
This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning.
This report details the findings from a second nationwide survey of gender and sexuality diverse Australian secondary school students.
Studies on school-related gender-based violence (SRGBV) in Malawi report that cases of abuse and violence relate to the age and sex of victims. Violence and abuse mostly target the young and females.
This booklet compiles 10 good practices of the Happy Schools activities from different countries in Asia-Pacific.
This report highlights findings from the Happy Schools Project: Capacity Building for Learner Well-being in the Asia-Pacific (Phase II) pilots in Japan, Lao PDR and Thailand from 2018-2020.