NOH8 anti-bullying campaign
NOH8 Anti-bullying campaign
NOH8 Anti-bullying campaign
The Education Committee for Tel Aviv decided to roll out a new educational criteria in the cities schools educating on sexual identity and acknowledging of the homosexual and lesbian groups in an attempt to prevent homophobia.
This document complements the recommendations to establish and sustain health promotion in schools set out in the Guidelines to Promote Health in Schools document.
All kids are affected by anti-gay prejudice, and all adults have the ability and responsibility to address it. Trailer for GroundSpark's earliest film in the Respect for All Project.
In 2007, the World Health Organization, together with United Nations and international organization as well as experts, met to draw upon existing evidence and practical experience from regions, countries and individual schools in promoting health through schools.
As national Ministries of Education, with support from the international donor community, begin making partial strides towards the Millennium Development Goals, the significant issue of school-related violence is largely absent from national education plans and from the priorities of donors.
This document was published by the Child-to-Child Trust in 2005. This book advocates and aims to strengthen the provision of good quality health education for all children.
Violence is a major barrier to education for millions of girls across the globe. The prevalence of violence against girls affects both their rights to education and their rights in education, and is the focus of a new ActionAid International advocacy initiative.
This document has been prepared to help people make a case for school-based efforts to address and improve family life, reproductive health, and population education, and to plan, implement, and evaluate school-based efforts as part of the development of a "Health-Promoting School".
At the dawn of the 21st century, the learning potential of children and young people in every country in the world is compromised b y conditions and behaviours that undermine the physical and emotional well-being that makes learning possible.