Preventing and responding to gender based violence: a whole school framework
This framework provides support to those working with and in schools to develop and strengthen universal and targeted approaches to gender-based violence.
This framework provides support to those working with and in schools to develop and strengthen universal and targeted approaches to gender-based violence.
The National Plan to End Violence against Women and Children 2022–2032 lays out the shared vision of Australian governments to end gender-based violence in one generation.
This paper provides a summary of the evidence on comprehensive sexuality education (CSE) and its linkages with the prevention of gender-based violence (GBV) based on a rapid review of the evidence. It also highlights the requirements for CSE programming to effectively support GBV prevention.
This guidance aims to help school staff in Scotland’s education authority, grant-aided and independent schools to provide transgender young people with the best possible educational experiences.
This briefing paper discusses the prevalence of bullying amongst pupils in schools across the UK, and policies to prevent and tackle bullying in English, Welsh, Scottish and Northern Irish schools.
Higher Education Institutions (“HEIs”) are highly consequential institutions in society that are dedicated to the pursuit and dissemination of knowledge.
Unintended pregnancy and unsafe abortion are serious public health issues in the Arab region that often go ignored, jeopardizing the health of women and families and placing a burden on society as a whole.
Bullying is a serious issue in New Zealand schools.
The role of the educational institutions is to provide an appropriate education for all its learners. A stable, secure learning environment is an essential requirement to achieve this goal. Bullying behaviour, by its very nature, undermines and does not promote quality of education.
This is statutory guidance from the Department for Education issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the Non-Maintained Special Schools (England) Regulations 2015.