On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale.

Bullying generally has been shown to have a number of negative outcomes for student well-being. IEA’s TIMSS (Trends in Mathematics and Science Study) 2019 data shows that cyberbullying is correlated with traditional forms of bullying and is particularly relevant in more recent times.

The COVID-19 pandemic resulted in widespread school closures globally, including in Kenya.

Corporal punishment, or violent forms of discipline, is a common practice at schools in many countries, administered by teachers and other staff.

This report synthesises learning from an action research project supported by UNICEF Sierra Leone to develop evidence regarding strategies for addressing the problem of school-related gender-based violence (SRGBV).

The Philippines has adopted reproductive health education (RHE) in schools with the passing of the Responsible Parenthood and Reproductive Health Law in 2012 which promised multi-dimensional support on reproductive health (RH) including RHE.

The aim of this qualitative study was to explore desired ways to deliver comprehensive sexuality education (CSE) and topics, among secondary school students in a low-resource setting in Western Kenya.

This factsheet presents Kenya’s adolescent sexual and reproductive health status and trends. The main data source is the Kenya Demographic and Health Survey (KDHS).

The education sector needs to know more and do more about violence in schools. Children are exposed to staggering levels of physical, psychological, and sexual violence, perpetrated by teachers, other adults, and students.

Despite comprehensive sexuality education’s proven positive impact on the sexual and reproductive health and rights (SRHR) of adolescents, there is a growing movement opposed to the curricula based on moral or religious grounds.