Typically, schools implement health promotion programs that focus on a single behavioral domain. Multiple related health topics may be addressed using separate interventions, potentially producing overlap in program content.

The Joint Committee on Education, Further and Higher Education, Research met senior academics from the National Anti-Bullying Research and Resource Centre in Dublin City University (DCU) on 5th November 2020 to discuss the impact of School Bullying, including Cyberbullying, during the Covid 19 Pa

Bullying is a ubiquitous form of aggression in schools worldwide. Intervention and prevention programs targeting school bullying perpetration and victimization are effective, yet more research is needed to understand variability in effectiveness.

This guidance aims to help school staff in Scotland’s education authority, grant-aided and independent schools to provide transgender young people with the best possible educational experiences.

The purpose of this document is to support USAID’s staff working in the education sector to integrate lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI+1) considerations into programming and across the Program Cycle.

This paper provides new evidence that preventive health care services delivered at schools and provided at a relatively low cost have positive and lasting impacts.

This anthology looks at bullying from different perspectives. Research results are interspersed with testimonies from young people on what changed their situation.

This report documents cases litigated by ODI in representation of boys and girls that have been victims of organized sexual violence in schools. It also includes information taken from cases covered by the media and data obtained from public records.

This policy brief presents findings and recommendations from secondary analyses of the Violence Against Children and Youth Surveys (VACS) exploring the intersection between gender, experiences of and attitudes toward corporal punishment, and its consequences.

In 2020, a diagnostic tool was developed by Safe to Learn partners to track countries’ progress toward achieving the objectives of the Safe to Learn Call to Action at the national, district and school-level and establish a baseline from which to measure progress.