This topic brief highlights how promoting mental health and well-being supports the achievement of education and learning objectives, and explains how intervention benefits can be amplified with a whole-school and systems approach.

The third in a series of regular reports that WFP is committing to provide, the State of School Feeding Worldwide allows for the continuing overview of school meal programmes everywhere in the world, focusing on national programmes implemented by governments.

This analytical report presents a scientific review of the prevalence and impact of violence against children (VAC) (specifically, those forms that most affect school-aged children), and its relationship with educational opportunities and students’ academic achievement.

This paper presents findings from a literature review on relationships and sexuality education for primary (elementary) school programme effectiveness.

This study characterises rates of physical and sexual violence against adolescent girls and compares rates of violence against girls who are enrolled versus unenrolled in school, to contribute to an understanding of the relative risks associated with school attendance.

Monitoring is key to a better understanding of the gaps in CSE and to building capacity. To address the need for additional data on CSE, the Global Education Monitoring (GEM) Report, in partnership with UNESCO’s Section of Health and Education, has developed country profiles on CSE.

This toolkit will help raise awareness about the important role parents and caregivers play in discussing sexual health with their children with intellectual and developmental disabilities.

This policy brief has been prepared by the Sustainable Finance Initiative (SFI) of the School Meals Coalition – a partnership between governments, UN agencies, NGOs, and research institutions aimed at expanding the reach and strengthening the quality of school feeding programmes.

Recent changes to the law in England require all primary schools to teach Relationships Education and all secondary schools to teach Relationships and Sex Education (RSE). Our focus in this article is on the voices of teachers and other educational professionals in relation to this change.

Despite the importance of nutrition during middle childhood (5–9 years) and adolescence (10–19 years) for the health and well-being of current and future generations, the 5–19-year period remains relatively neglected in research, policy and programming agendas.