Building strong foundations: how to put foundational education for health and well-being into practice
The Building strong foundations briefs provide evidence-based guidance on foundational education for health and well-being in primary schools.
The Building strong foundations briefs provide evidence-based guidance on foundational education for health and well-being in primary schools.
The Building strong foundations briefs provide evidence-based guidance on foundational education for health and well-being in primary schools.
The Building strong foundations briefs provide evidence-based guidance on foundational education for health and well-being in primary schools.
The Building strong foundations briefs provide evidence-based guidance on foundational education for health and well-being in primary schools.
This report embarks on an in-depth exploration of the HGSF landscape across the 15 ECOWAS countries in West Africa. It seeks to map the evolution of HGSF programs amidst various global crises, particularly since the last Landscape Analysis in 2020.
This toolkit has three parts. Part one provides a brief introduction to school meal programmes including how meals are provided and funded and the difference between universal and targeted eligibility for free or subsidised school meals.
The Welsh Government expects that every child and young person of compulsory school age will be offered the Healthy Child Wales Programme. School nursing services will provide equitable health provision for school age children across Wales by:
This guide supports school leaders to promote gender equality and prevent discrimination based on gender in foundation phase; become aware of gender biases in early learning environments and how they affect children’s learning; give adequate attention to gender issues in all aspects of their sch
Developed under the You(th) Care programme, this toolkit is meant to increase young people's understanding of self-care and to equip self-care champions with resources and know-how to be super effective advocates.
Harmful gender norms and expectations perpetuate and impact patterns of school violence. Therefore, addressing school violence effectively and sustainably requires a gender-transformative approach.