UNESCO commissioned a study to explore how national CSE programmes affect learners’ relationships in five countries: Argentina, Armenia, Lao PDR, Namibia and Nigeria. This study had two objectives: 

This report analyses procurement models and financing strategies for home-grown school feeding (HGSF) programmes, drawing on four case studies from Addis Ababa (Ethiopia), Bolivia, Brazil, and Cambodia.

This report presents findings from Fill the Nutrient Gap (FNG) analyses conducted in Guatemala and Peru, assessing how school meal programs can improve child nutrition and diet affordability.

This report provides the most recent data on SDG indicator 5.6.2, outlines the methodology by which these data are collected and discusses the key findings from the data across four broad areas.

In this report, the authors draw on published literature and extensive interviews with education and public safety practitioners to build an inventory of the many intervention options that are valuable for schools in the management phase of behavioral threat assessment and management (BTAM).

A systematic literature review was undertaken to investigate the cultural conflicts that arise in secondary school-based sexuality education programmes and how stakeholders respond to and navigate these conflicts. This review is reported according to PRISMA guidelines.

This technical note explores whether climate finance could play a greater role in enabling governments to accelerate the expansion of school feeding programmes.

Earlier in November 2024, representatives from more than 100 countries attended the First Global Ministerial Conference on Ending Violence against Children.

Since the onset of COVID-19 pandemic, there has been a significant rise in student absenteeism in the US and elsewhere. Meanwhile, food insecurity remains a persistent issue across the globe, including in the US.

Over 20 years, GLSEN’s research has demonstrated that LGBTQI+ inclusive instruction promotes a more positive school climate, where LGBTQI+ youth are more likely to thrive academically, socially, and emotionally, and experience less severe anti-LGBTQI+ harassment and bullying.