This review considers trends in some of the major adolescent health outcomes and contextual influences since 2010, and explores the relevance of recent cultural, societal, and public health developments on adolescent well-being.

Since its launch in 2011, 59 governments have used the World Bank’s Systems Approach for Better Education Results (SABER) policy tool to design their national school-based health and nutrition programs.

This report presents the findings of a one-off rapid evidence assessment of the academic and grey literature on teaching relationships education to prevent sexual abuse, which was supported by 2 workshops with subject experts to fill evidence gaps and develop recommendations.

With over 400 million children reached worldwide, school meals are among the largest-scale social protection interventions.

There are several factors that indicate the need for sexuality education during schooling. However, sexuality education programmes are very heterogeneous. The aim of this research is to quantitatively evaluate the effectiveness of school-based sexuality education programmes for adolescents.

An assessment of the compulsory curriculum in the Republic of Moldova was carried out in 2021, the results of which were compared with those of a similar assessment conducted four years earlier, in 2017.

Kyrgyzstan’s education system was assessed in 2021 and 2022. The assessment highlighted that, despite Kyrgyzstan’s favourable legal framework, students have limited access to sexuality education, with none provided to children aged 5–8.

Comprehensive sexuality education is crucial for helping young people develop healthy sexual behaviours, respectful relationships and an understanding of their rights.

A review of Georgia’s education system conducted in 2021 and 2022 revealed significant shortcomings in the representation of comprehensive sexuality education within the general education system.

This report looks at school meals “aid delivery through different windows, both to shed light on financial flows—and to explore discrepancies in the data.” It highlights the need for increased transparency and accountability in aid flows and suggests how the donor community can prioritize school