This report investigates the linkages between family structure, family and peer communication about sexuality and accurate knowledge of transmission and prevention strategies. Data from the Cameroon Family Life and Health Survey, conducted in 2002 were used.
The study explored the indigenous names for HIV/AIDS and its symptoms. Qualitative data was gathered through focus groups with students from 18 secondary schools across six educational districts.
This cross sectional study in the Solapur Municipal Corporation (Western Maharashtra) looked at 400 adolescent girls' knowledge on HIV/AIDS. Simple random sampling was used to identify the respondents. Data was gathered through interviews.
The study assessed levels of knowledge and sources of information on HIV/AIDS among secondary school students in Osun State, Nigeria. Multistage, random sampling was used to identify 592 students from 5 local areas in Osun State.
The Human Rights Commission has long standing concerns about bullying, violence and abuse within schools. In 2008 the Commission received a complaint from parents of students subjected to bullying, violence and abuse by other students within a secondary school.
AIDS education is increasingly being done at the university level, as recognition that university students are at high risk for contracting HIV has increased. This article looks at how risk communication should be done at this level.
This report looks at data from a multistage probability sample of 1,093 Croatian youth aged 18-24 years in 2005.
In Macedonia there is a need for introducing sexuality education in schools. This finding is a result of a research determining the needs of the parents, teachers and students, and reviewing the current school curricula.
This publication discusses documented attacks on the human rights of lesbian, gay, bisexual, and transgender youth who have been subjected to abuse by their peers, and in some cases by their teachers and school administrators.
Irish legislation and educational policy guidance requires schools to promote equality of access to and participation in education. In this context schools are required to address discrimination, harassment and bullying, including homophobic harassment and bullying.