Violence affect learning environments negatively, creating an atmosphere of fear and aggression. These are certainly not conditions under which learners should be subjected to as part of their learning experiences.
Le harcèlement est présent dans tous les établissements, sous des formes variées. Il est parfois difficile à déceler. Le 26 novembre 2013, une nouvelle campagne pour lutter contre le harcèlement à l’école a été lancée. Elle repose sur 4 axes: sensibiliser, former, prévenir, et prendre en charge.
This guidance represents the action and commitment that the Church of England is taking to stamp out homophobic stereotyping and bullying for the children and young people educated in our schools.
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.
There is an increasing number of “rainbow families”: families where one or both parents or/and co-care takers are lesbian, homosexual, bisexual or transgender.
This document addresses a particularly troubling form of discrimination: homophobic and transphobic bullying in formal education settings This document is primarily aimed at educational institutions and authorities, including schools and ministries of education.
Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment.
Violence occurs in many schools in Central Asia. It is often gender-based, targets the most vulnerable and remains unattended.
Focusing Resources on Effective School Health (FRESH), an intersectoral partnership, has developed Monitoring and Evaluation Guidance for School Health Programmes.
The purpose of this document is to provide guidance for implementing the policy‐related required activities for local education agencies awarded funding under Strategy 2: School‐Based HIV/STD Prevention.