WFP has six decades of experience supporting school feeding and a trajectory of working with more than 100 countries to set up sustainable national school feeding programmes. This factsheet provides an overview on school feeding programmes and their impact.

This booklet provides information for parents, caregivers, community leaders, youth group and religious leaders, community members, teachers and others involved in the welfare and development of children.

AA-HA! 2.0 offers insights into the current health and well-being landscape of the world’s over 1.2 billion adolescents, underlining evidence-based solutions and presenting strategies for priority setting, planning, implementing, and evaluating health and well-being programmes.

This report provides information about Plan International’s response to the hunger crisis through school feeding initiatives, especially school gardens in Burkina Faso.

This brief describes the participatory research process we employed with educational authorities in Madagascar to understand their priorities and values - important feedback to build public support for and scale comprehensive sexuality education (CSE) in the public education system in Madagascar.

This brief describes the design and content of Projet Jeune Leader’s multifaceted, pre-service training program - one strategy out of a package of strategies we used and tested - to develop well-equipped, willing, and skilled educators for comprehensive sexuality education (CSE) in Madagascar.

This guidance applies to everyone delivering RSHP education to children and young people in Scotland. Delivery of RSHP education should be done in a way that encompasses Getting It Right For Every Child as well as reflecting the wider agenda to progressing children’s rights in Scotland.

This paper is intended to enhance understanding of the links between school feeding and disability inclusion.

This summary of evaluation evidence brings together findings from 15 evaluations commissioned by WFP between 2014 and 2022. It offers lessons on SHN and HGSF feeding into ongoing and future programmes.

Bullying is not a lottery, and it does not occur in a vacuum. More protective factors and fewer risk factors increases the possibilities for a safe and inclusive environment without bullying.