Schools are a key channel in formal reporting of violence against children, but this channel broke down with the onset of the COVID-19 pandemic. We study how widespread such reporting declines are, and to what extent they were recovered once re-openings begin.
The prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such care.
Responding to adolescents’ educational needs in sexual and reproductive health and rights (SRHR) is central to their sexual health and achieved through school-based comprehensive sexuality education (CSE).
Around 35,000 teachers, 81% of whom were from Latin America, were surveyed for a UNESCO study as part of the Safe to Learn initiative to end violence in schools.
Exposure to school violence has proven to be detrimental to human capital formation, but there is limited rigorous evidence about how to tackle this pervasive issue.
Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes?
This report, based on research undertaken from March to December 2021, provides findings and operational guidance for the implementation of comprehensive sexuality education (CSE) across Plan International and beyond.
Since 2007, the longitudinal and qualitative ‘Real Choices, Real Lives’ (RCRL) study has been tracking the lives of girls and their families in nine countries around the world.
This research, conducted by the Centre for Health Ethics Law and Development (CHELD) sought to assess the level of male engagement by Women’s Rights Organisations (WROs) involved in the campaign against sexual violence in Nigerian tertiary institutions.
The updated National Teacher Preparation Standards for Sex Education are divided into seven standards: Standard 1: Professional Disposition. Teacher candidates demonstrate comfort and proficiency with, commitment to, and self-efficacy in teaching sex education.