Action Plan on Bullying, launched by the Minister for Education and Skills, and the Minister for Children and Youth Affairs, sets out twelve actions to help prevent and tackle bullying in primary and second level schools.

In February 2013, the International Lesbian, Gay, Bisexual, Transgender and Queer Youth and Student Organisation (IGLYO) commissioned Eleanor Formby from Sheffield Hallam University (in the UK) to carry out research on the impact of homophobic and transphobic bullying on education and employment

The analysis focuses on treatment of LGBT (Lesbian, Gay, Bisexual and Transgender) phenomenon in Montenegrin course curricula and textbooks for primary and secondary schools. Objectives of the analysis: 1.

This brief lists questions inspectors might explore with primary and secondary pupils as well as with senior leaders in order to tackle homophobic and transphobic bullying at school.

The purpose of these procedures is to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere.

Choosing the best approach to drug education is a key task for all stakeholders in the field of prevention. This proposal aims to reduce repetition and minimize class disruptions whilst ensuring that effective drug prevention programmes are in place.

This briefing paper sets out what schools need to know about caffeine use by children and young people. It includes case studies of two schools (primary and secondary) who found that caffeine and energy drinks use was a problem for their pupils and how they addressed this.

When schools and teachers think about ‘drugs’, they may often initially focus on incidents on school grounds and how to respond to them, students at risk of using substances, or perhaps about drug education.

This two-sided briefing paper lists the most important questions that governors should be asking head teachers. 1) How does our PSHE provision match up to Ofsted’s standards? 2) How does our curriculum prepare pupils for the opportunities, responsibilities and experiences of later life?

This co-ordinator’s handbook has been developed to assist schools with the implementation of the framework for developing a health promoting school at post-primary level.