These guidelines are deisgned to provide clear, standardised, and practical direction for implementing the Re-entry Policy across all schools in Zambia.

School re-entry and continuation policies are widely promoted in sub-Saharan Africa (SSA) as a means of safeguarding adolescent mothers’ educational participation, yet their practical effects remain inconsistently documented.

This report examines the menstrual health of girls and young women, highlighting persistent barriers to timely diagnosis, treatment, and support for menstrual health conditions.

Teenage pregnancy continues to disrupt girls’ schooling in rural Zimbabwe despite the Education Amendment Act (2020), which guarantees readmission after childbirth.

Approximately one billion children worldwide report having experienced physical, emotional, or sexual violence, yet existing evidence suggests this figure substantially underestimates true prevalence, as individuals often avoid disclosing their experiences of violence.

This document highlights learning and results from a collaborative research priority-setting exercise coordinated by UNESCO.

Bullying is a public health concern impacting mental health globally, particularly in schools. Both perpetrators and victims experience mental health challenges.

Cyberbullying threatens student well-being and school safety, yet limited research has explored how teachers actively respond to it. This study investigated the beliefs and active strategies of 440 teachers to combat cyberbullying.

The construction of a Regional Agenda for Sustainable School Feeding in Latin America and the Caribbean (LAC) represents the consolidation of eorts initiated in 2009 within the framework of international cooperation between the Government of Brazil, the Food and Agriculture Organization of the U

Creating healthy food environments is central to improving adolescent nutrition; a life-stage characterised by rapid growth, body composition changes and heightened nutrient requirements.