In December 2011 UNESCO convened an international consultation to address school bullying on the basis of sexual orientation and gender identity/expression with ministries and departments of education and academia from more than 25 countries, UN agencies, and non-government organizations (NGOs).

This policy report forms one part of a broader scoping exercise on why and how Plan International could strengthen its programme, advocacy and institutional support to lesbian, gay, bisexual, transgender, intersex and questioning (LGBTIQ) adolescents.

Esta publicación se centra en dos temáticas relevantes en el marco de la línea de investigación en “Socialización preventiva de la violencia de género” desarrollada por el centro de investigación CREA. Estas dos temáticas son: el amor ideal y las nuevas masculinidades alternativas.

This policy paper argues that school-related gender-based violence (SRGBV) is a global concern preventing children, especially girls, exercising their right to a safe, inclusive and quality education.

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.

This review of current issues and approaches in policy, programming and implementation responses to SRGBV has been commissioned by the HIV and Health Education section in the Education Sector at UNESCO to contribute to the development of comprehensive evidence‐informed policy guidelines for the p

By specifically looking at SRGBV in the Asia-Pacific region, this review hopes to close the analytical gap in what we know about the causes, nature, manifestation, scale and the consequences of SRGBV in the region.

Experiencing violence in schools can negatively impact girls' enrollment as well as the quality of the education they receive. Evidence suggests that sexual harassment is widespread in educational settings in many parts of the world.

Gender-based violence (GBV) is a global problem that knows no geographical, cultural, social, economic, ethnic, or other boundaries.

This report documents a GLSEN and UNESCO sponsored meeting p to strategize about how to coordinate our collective resources and knowledge to reduce homophobic and transphobic prejudice and violence in schools globally.