This implementation plan is based on the four components of the education sector workplace policy in Namibia namely, awareness rasing and empowerment; mainstreaming HIV and AIDS; strengthening regulatory frameworks; and managing the HIV and AIDS response.

This document is a report of the third in the series of Imagined Futures conferences. The debates and discussions concerned coping with stigma and disclosure on campus, and treatment options at universities.

This cross-sectional study conducted in 2007 in South Delhi, India aimed to assess adolescent school girls' knowledge, attitudes and perceptionsátowards STIs/HIV and safer sex practices and sex education and to explore current sexual behavior.

This strategy provides the overall planning framework for the MoEYS response to HIV during the period 2008-2012.

The CEDAW Committee, the Committee on the Rights of the Child, the Human Rights Committee, and the Committee on Economic, Social and Cultural Rights have commented on the right to sexuality education and have generally framed it in the context of ensuring the right to health.

Until the 2006 United Nations Study on Violence against Children, the problem of school-based violence remained largely invisible.The UN Study and the consultation process around it, however, revealed that a high incidence of violence against children occurs at or around schools and other educati

The report from this study, The Principal's Perspective: School Safety, Bullying and Harassment, reveals a rich and complex picture of the attitudes of principals. Half of principals surveyed deem bullying, name-calling or harassment of students to be a serious problem at their school.

The publication serves as a guide for school administrators who confront sensitive issues involving gay, lesbian and bisexual students. It is intended to help these professionals foster safe and healthy school environments, in which all students can achieve to the best of their ability.

This research provides important information on how to create climates where all educators feel safe, protected and valued within their schools.

The author argues that the interests of transgendered children are being ignored by the Department for Children, Schools and Families [UK] and that the publication of guidance on homophobic bullying only serves to highlight deficiencies in the way these children are excluded within the education