One in five children worldwide does not complete upper-primary school, with particularly high drop-out rates among pubescent-age girls that may limit economic opportunities and perpetuate gender inequality.

School health programmes as a platform to deliver high-impact health interventions are currently underrated by decision makers and do not get adequate attention from the international public health community.

The teaching diversities project has been funded by Victoria University and represents a collaboration with the Centre for Multicultural Youth in recognition of the particular needs (and risks) of doubly-marginalised young people who identify as both same sex-attracted, and those from multicultur

For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there.

Writing Themselves In 3 (WTi3) is the third national study of the sexual health and wellbeing of same sex attracted and gender questioning young people (SSAGQ).

The Human Rights Commission has long standing concerns about bullying, violence and abuse within schools. In 2008 the Commission received a complaint from parents of students subjected to bullying, violence and abuse by other students within a secondary school.

The UN World Food Programme has 45 years of experience in school feeding. This analysis, Learning from Experience, has harvested existing knowledge on the topic, drawing from 134 evaluations, case studies, an ongoing consultation process and operational experience.

The aim of this document is to share emerging promising practice in the field of school health and nutrition within the GMSR and to inform governments, development partners and other organizations that recognize the need to harmonize activities and align assistance.

Writing Themselves In Again - 6 years on: the 2nd national report on the sexuality, health and well-being of same sex attracted young Australians is the follow up report to a similar study conducted in 1998.

L’objectif de ce document est de répondre à la question sur la pertinence de l’introduction des compétences de vie courante dans les curricula en Mauritanie.