The current study examines the state of teacher education programs in regard to LGBTQ-inclusive practices and preparation.

The GLSEN 2021 National School Climate Survey reports on the school experiences of LGBTQ+ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students’ well-being.

Students have been forming Gender-Sexuality Alliance student clubs (originally known as Gay Straight Alliances, or GSAs) for over 30 years. Today, they continue to serve multiple purposes, including social support and student advocacy.

This study focuses on the relationship between menstruation and the schooling experience of female adolescents in Peru from an ecological and gender approach.

The immediate context for this financial landscape analysis is the learning crisis triggered by school closures during the COVID-19 pandemic and the shrinking fiscal space available to governments.

As of fall 2019, over 11 million undergraduate and 3 million graduate students were enrolled in four-year or graduate universities.

Since around 2014, lawmakers at the federal, state, and municipal levels in Brazil have introduced over 200 legislative proposals prohibiting gender and sexuality education in schools under the guise of protecting children and adolescents from “gender ideology” and “indoctrination".

Many SRHR programmes are delivered through a sexual risk perspective – which means emphasising the negative consequences of sexual activity, such as unintended pregnancy or sexually transmitted infections.

This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic.

The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a