Today, Bolivia offers an example of a highly decentralised approach to school feeding as there is not yet a national program.

There is increasing interest in exploring and addressing the menstrual hygiene management (MHM) barriers facing schoolgirls and female teachers in educational settings.

Schools, health agencies, parents, and communities share a common goal of supporting the link between healthy eating, physical activity, and improved academic achievement of children and adolescents.

Violence against women and girls is an unacceptable violation of basic human rights. It also is so widespread that ending it must be a global public health priority. An estimated one in three women is beaten, coerced into sex or otherwise abused by an intimate partner during her lifetime.

This paper engages in the debate on the effects of children’s health on their education in later life stages in low- and middle-income countries.

This publication is part of an ongoing programme of work initiated by UNESCO in 2008 to provide technical guidance and implementation support for sexuality education programmes, as a platform for HIV prevention, treatment and care.

International policy agreements, along with emerging evidence about factors influencing programme effectiveness, have led to calls for a shift in sexuality education toward an approach that places gender norms and human rights at its heart.

The experiences girls face at school in Bolivia during menstruation had never been formally researched before this project. Data collection in Bolivia was part of a multi-country assessment of the challenges girls face in schools that included the Philippines, Rwanda and Sierra Leone.

WASH in Schools (WinS) fosters social inclusion and individual self-respect. By offering an alternative to the stigma and marginalization associated with hygiene issues, it empowers all students – and especially encourages girls and female teachers.

This Caribbean adolescent sexual and reproductive health (ASRH) situational analysis is informed and structured by two conceptual frameworks: the Mapping Adolescent Programming and Measurement (MAPM) framework and the Ecological Framework for Health.