NCB has produced six Your Life leaflets for young people who have HIV and are aged between about 13 and 25. Most of the leaflets include stories from young people living with HIV, and all contain links to other sources of information and support. - Life Looking Forward.
This research has been commissioned by the Department of Education as part of their statutory duty to promote equality of opportunity under Section 75 of the Northern Ireland Act (1998).
Children who have grown up with HIV are becoming adults. Some young people are also becoming infected with HIV. This means that services that work with both children and adults with HIV need to be able to support teenagers and young adults.
Thanks to advances in HIV treatment, children who were born with HIV are now living into adulthood. Services working with children and adults living with HIV have needed to adapt to support this cohort of young adults with lifelong HIV infection.
Good initial teacher training (ITT) equips teachers with the information, resources and tools they need to help children and young people enjoy learning and fulfil their potential.
Are you happy with the sex and relationships education you have received? If not, it helps to know what you can do to make a difference in your local area. Read on to learn more about your rights, top tips and other young people like you who have made a difference.
SRE in schools is and has been of concern to young people to UKYP's knowledge, for at least seven years.
This charter was written by young people participating in a Sex Education Forum residential in August 2008. It uses material written by Somerset 2BU Youth Group (LGBT) and Somerset UKYP Advisory Group.
This briefing is a summary of the key findings of an online survey designed to find out from 16- to 25-year-olds what their experience of sex and relationships education (SRE) was at school, what topics they were taught and what made their SRE particularly good or bad.
Almost 1,500 school leaders, school governors and parents of school-aged children were asked for their views on the current provision of SRE and how the topic should be delivered in future. Key findings.