This report provides the most recent data on SDG indicator 5.6.2, outlines the methodology by which these data are collected and discusses the key findings from the data across four broad areas.
In this report, the authors draw on published literature and extensive interviews with education and public safety practitioners to build an inventory of the many intervention options that are valuable for schools in the management phase of behavioral threat assessment and management (BTAM).
A systematic literature review was undertaken to investigate the cultural conflicts that arise in secondary school-based sexuality education programmes and how stakeholders respond to and navigate these conflicts. This review is reported according to PRISMA guidelines.
This document was developed under the framework of the 25th anniversary of the Gender, Sexuality and Reproductive Health Program of the Institute of Health Psychology of the School of Psychology of the Universidad de la República, Uruguay and the twentieth anniversary of the United Nations Popula
This technical note explores whether climate finance could play a greater role in enabling governments to accelerate the expansion of school feeding programmes.
Para sentar las bases de la implementación del Programa Horizontes se ha visto necesario realizar una investigación sobre violencia de género y embarazo adolescente en escuelas rurales del ámbito de acción del proyecto.
Since the onset of COVID-19 pandemic, there has been a significant rise in student absenteeism in the US and elsewhere. Meanwhile, food insecurity remains a persistent issue across the globe, including in the US.
As school meal programmes continue to expand globally, so too is the body of evidence from impact evaluations.
En los últimos 20 años en Argentina se sancionaron un conjunto de normas jurídicas centradas en promover derechos de ciudadanía, producto de la lucha incansable de los movimientos de mujeres, feministas y LGBTIQNB+, que reconocen y amplían derechos en torno al género y las sexualidades regulando
La biodiversité est unanimement considérée comme une richesse naturelle inestimable. Elle renforce les écosystèmes et les rend plus résilients. Mais qu’en est-il de la diversité à l’école? Peut-elle devenir cette richesse qui rendrait l’école plus forte et plus résiliente?