2018 school water, sanitation and hygiene assessment: main report
This report presents the findings of the 2018 School Water, Sanitation and Hygiene (SWASH) Assessment survey.
This report presents the findings of the 2018 School Water, Sanitation and Hygiene (SWASH) Assessment survey.
Around the world, learning levels remain low and therefore a priority area for improvement. A key barrier to participation and learning in school is student health, especially in low- and middle-income countries.
This K-12 Schools COVID-19 Mitigation Toolkit is designed for public health officials, K-12 administrators, school district officials, and occupational safety and health (OSH) professionals to assess hazards and implement mitigation strategies to reduce the spread of Coronavirus Disease (COVID-19
CDC offers the following readiness and planning tool to share ways school administrators can help protect students, staff, and communities, and slow the spread of COVID-19.
This report provides an initial look at newly collected data on the emerging impact of the pandemic on women’s sexual and reproductive health (SRH) and reproductive autonomy in the United States.
Adolescent and young mothers are a priority population for UNICEF in Eastern and Southern Africa, including those who are affected by HIV.
In this article, it is argued that the more than 170 school-based health centers (SBHCs) in West Virginia, as well as the more than 2,500 school-based health centers in the United States serving over six million children and adolescents (about 12% of the 50.8 million students), can and should pla
The National Sex Education Standards aim to: Outline, based on research and extensive professional expertise, the minimum, essential, core content and skills for sex education K–12 given student needs; Provide guidance for schools when designing and delivering sex education K–12 that is planned,
This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19).
This report presents findings from a research activity investigating the cultural and contextual relevance of Connect with Respect, a teaching intervention devised to advance teaching for the prevention of gender-based violence (GBV).