Disability-inclusive comprehensive sexuality education in Asia and the Pacific: an assessment of teacher needs
People with disabilities deserve equal access to high-quality education, including comprehensive sexuality education (CSE).
People with disabilities deserve equal access to high-quality education, including comprehensive sexuality education (CSE).
This case study is part of a series covering Mongolia, Nepal and the Philippines that highlights findings from a research study which explores how teachers in the Asia-Pacific region can be supported to provide comprehensive sexuality education (CSE) to learners with disabilities.
This case study is part of a series covering Mongolia, Nepal and the Philippines that highlights findings from a research study which explores how teachers in the Asia-Pacific region can be supported to provide comprehensive sexuality education (CSE) to learners with disabilities.
This case study is part of a series covering Mongolia, Nepal and the Philippines that highlights findings from a research study which explores how teachers in the Asia-Pacific region can be supported to provide comprehensive sexuality education (CSE) to learners with disabilities.
The global community has committed to achieving universal access to sexual and reproductive health and rights (SRHR) services, but how to do it remains a challenge in many low-income countries. Capacity development is listed as a means of implementation for Agenda 2030.
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.
We conducted a pilot study to assess the acceptability and feasibility of a multi-component intervention intended to support menstruating girls; improve menstrual care knowledge, practices, and comfort; and increase school attendance.
Teachers play a fundamental role in the promotion and successful implementation of school health services.
Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools.
What is the potential of the main public institutions? What barriers exist in society to promote comprehensive sexual education?