Experiences of LGBTQ people in four-year colleges and graduate programs: findings from a national probability survey
As of fall 2019, over 11 million undergraduate and 3 million graduate students were enrolled in four-year or graduate universities.
As of fall 2019, over 11 million undergraduate and 3 million graduate students were enrolled in four-year or graduate universities.
To date, this report is one of the largest qualitative study of sexuality and gender diverse young people and their use of social media platforms.
This formative assessment on the needs of adolescents and youth at risk presents the experiences of adolescents and young people including those from key populations and the perspectives of experts working with young people in the four domains: education, parental and peer support, communication
In 2007, the Government of Bangladesh incorporated a chapter on HIV/AIDS into the national curriculum for an HIV-prevention program for school students.
This report provides a descriptive bibliography of evaluated Comprehensive Sexuality Education (CSE) interventions targeting learners aged 8-12 and implemented in sub-Saharan Africa and globally.
The degree to which evidence-based program outcomes are affected by modifications is a significant concern in the implementation of interventions.
This atlas includes a variety of practices and interventions pertaining to HIV/AIDS and adolescents in the LAC region.
This report is the result of a collaborative effort between members of the Asia Pacific Inter-Agency Task Team on Young Key Populations and UNICEF. It highlights the HIV crisis for vulnerable adolescents in Asia and the Pacific and what we can do to give them the support they desperately need.
The aim of the program is to create enabling and empowering environment in the selected countries to enhance the engagement of young key populations in the Global Fund processes at country level, with following specific objectives: (i) To synthesize and generate strategic information in relation
School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement.