How are countries thinking about violence against children?
Earlier in November 2024, representatives from more than 100 countries attended the First Global Ministerial Conference on Ending Violence against Children.
Earlier in November 2024, representatives from more than 100 countries attended the First Global Ministerial Conference on Ending Violence against Children.
This study adopts a children’s rights approach to the problem of violence, including gender-based and sexual violence, against and between children to outline how age-appropriate comprehensive sexuality education is a powerful tool to prevent and end violence against and between children.
Para sentar las bases de la implementación del Programa Horizontes se ha visto necesario realizar una investigación sobre violencia de género y embarazo adolescente en escuelas rurales del ámbito de acción del proyecto.
The Philippines has one of the highest school bullying rates in the world. While its nature, causes, and impacts are well-documented in the international literature, local evidence remains limited and at times conflicting.
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).
Gender-based violence (GBV) at schools is a pervasive problem that affects millions of adolescent girls worldwide.
Violence in schools—which surveys demonstrate is a challenge across countries—is associated with worse educational and life outcomes.
La persistencia de múltiples expresiones de las violencias de género y, particularmente, de la violencia sexual en los sistemas educativos de todo el mundo desafía la puesta en marcha de iniciativas contundentes orientadas a la promoción del derecho a la educación libre de violencias.
Elaborado por la comunidad de aprendizaje del Proyecto Estrategias para prevenir la violencia sexual y de género y fomentar la equidad en las escuelas rurales en Nicaragua, Haití y Honduras, este documento sistematiza la experiencia de las comunidades de aprendizaje nacionales en relación con el