The Building strong foundations briefs provide evidence-based guidance on foundational education for health and well-being in primary schools.

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:

The Guidelines for Integrating GBV Prevention within School-Based CSHE complement and act as a companion document to the 2019 Canadian Guidelines for Sexual Health Education (SIECCAN, 2019).

Rutgers and Planned Parenthood Association Ghana have introduced a costing tool for civil society organisations implementing comprehensive sexuality education (CSE) programmes.

Violence in schools is one of the most visible and pervasive forms of violence against children within the EU level. School-related gender-based violence (SRGBV) is resulted due to gender norms and stereotypes and enforced by unequal power dynamics.

This document, developed for, and in collaboration with, the Pan-Canadian Joint Consortium for School Health (JCSH), outlines a set of Canadian Standards and Indicators for HPS.

Many countries around the world provide school lunches, but Sweden is unique in offering them for free. In Sweden hot school lunches are provided to all students ages 6 to 16 and most students ages 16 to 19, five days a week.

The joint publication by the Inter-American Development Bank (IDB) and the World Food Programme (WFP), the State of School Meals in Latin America and the Caribbean 2022, includes a Special Report: Towards an intercultural approach to school feeding in the region.

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