Prevention of and intervention in sexual harassments at schools and educational institutions: summary
This summary describes what sexual harassment means and how common it is.
This summary describes what sexual harassment means and how common it is.
Namibia’s National Safe Schools Framework was developed jointly by the Ministry of Education, Arts and Culture and UNICEF to strengthen the provision of healthy, supportive and conducive teaching and learning in light of a worrisome level of violence in Namibian schools.
This report brings together, for the first time: A global picture of the range of threats posed to schools and learning environments, from conflict, violent extremism and environmental disasters, to less commonly covered threats such as gang violence, bullying, school-based sexual abuse, and corp
These global international standards summarize the currently available scientific evidence, describing interventions and policies that have been found to result in positive prevention outcomes and their characteristics.
The purpose of this guide is to present a set of minimum standards for a whole school approach to prevent and respond to school-related gender-based violence (SRGBV) and a monitoring framework to measure the effectiveness of the approach.
Connect with Respect is a curriculum tool to assist teachers. It draws on research on violence prevention, gender norms, and the programmatic experience of school-based interventions.
This toolkit provides a framework and a set of practical tools to help you start tackling homophobic, biphobic and transphobic bullying in your secondary school. Based on
This resource enables teachers to explore the human rights of sexual minority groups with children and young people. LGBTI stands for Lesbian, Gay, Bisexual, Transgender and Intersex people.
The IGLYO Teacher’s Guide to Inclusive Education is a resource specifically aimed at teachers in primary and secondary schools across Europe.
Evidence from IGLYO’s members as well as research from various countries worldwide has shown a continued need for
school systems to implement inclusive policies and activities across Europe. School bullying based on real or perceived