The Centers for Disease Control and Prevention’s Division of Adolescent and School Health (DASH) has established an evidence-based approach schools can implement to help prevent HIV, STDs, and unintended pregnancy among adolescents.
Exposure to school violence has proven to be detrimental to human capital formation, but there is limited rigorous evidence about how to tackle this pervasive issue.
The International Association for the Evaluation of Educational Achievement’s (IEA) flagship Trends in Mathematics and Science Study (TIMSS) is a valuable resource to inform better understanding of bullying trends in general, as well as revealing the relationship between bullying and academic ach
This resource provides age-appropriate learning activities on important themes and concepts relating to the prevention of GBV and promotion of respectful relationships. It presents two key tools for teachers.
This report presents an overview of the findings from the analysis of data collected as part of the piloting of the Connect with Respect (CWR) programme in countries in eastern and southern Africa and the Asia Pacific region, including Zambia, Tanzania, Eswatini, Thailand, and Timor-Leste.
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy.
All Of Us is a collection of short videos and teaching activities designed by Safe Schools Coalition Australia in order to assist students in understanding gender diversity, sexual diversity and intersex topics. It is targeted at students in early secondary school settings.
This study aims to investigate the association of bullying victimization of primary school students with their happiness in urban and rural areas of Thailand. A nationally representative survey from Thailand Healthy School Data 2017 was employed.
This report presents the findings and recommendations of the baseline survey for the UNESCO supported “Our Rights, Our Lives, Our Future (O3 PLUS)" project to be implemented in 24 HTEIs in Zambia and Zimbabwe from January 2021 to December 2024.
The testimonies collected provide a snapshot into the lived experiences of youth with disabilities, using methodology that empowers them to tell their own stories.