This publication is part of an ongoing programme of work initiated by UNESCO in 2008 to provide technical guidance and implementation support for sexuality education programmes, as a platform for HIV prevention, treatment and care.

International policy agreements, along with emerging evidence about factors influencing programme effectiveness, have led to calls for a shift in sexuality education toward an approach that places gender norms and human rights at its heart.

The experiences girls face at school in Bolivia during menstruation had never been formally researched before this project. Data collection in Bolivia was part of a multi-country assessment of the challenges girls face in schools that included the Philippines, Rwanda and Sierra Leone.

This Caribbean adolescent sexual and reproductive health (ASRH) situational analysis is informed and structured by two conceptual frameworks: the Mapping Adolescent Programming and Measurement (MAPM) framework and the Ecological Framework for Health.

This report provides results from the School Health Policies and Practices Study (SHPPS) conducted in 2012. Chapter 1 provides background and introduction to the report. Chapter 2 provides an overview of the methods used in the study.

HIV prevention messaging has been shown to reduce or delay high-risk sexual behaviors in young men who have sex with men (YMSM). Since the onset of the HIV/AIDS epidemic, a new generation of YMSM has come of age during an evolution in communication modalities.

This report is a call to decision makers, parents, communities and to the world to end child marriage. It documents the current scope, prevalence and inequities associated with child marriage.

This booklet gives a snap shot of the different socio-cultural approaches to HIV/AIDS prevention in the Caribbean.

Students’ school education consists of not only what they are explicitly taught in the classroom, but also what they implicitly learn through the language, attitudes and actions of other students and teachers.

In this 2011 survey, the authors examine the experiences of LGBT students with regard to indicators of negative school climate: hearing biased remarks, including homophobic remarks, in school; feeling unsafe in school because of personal characteristics, such as sexual orientation, gender express