Violence in Schools: Prevalence, Impact, and Interventions
This brief has been developed to support conversations on addressing violence in and through education.
This brief has been developed to support conversations on addressing violence in and through education.
In line with the commitments outlined in the Cineáltas Action Plan on Bullying, this report addresses three key questions: What are the views of children and young people, parents, teachers and principals on the work undertaken by their schools to prevent and address bullying behaviour?
Cet article vise à évaluer l’efficacité du système de gestion de la violence scolaire au Cameroun, en rapport avec les approches utilisées, les résultats produits et les conséquences induites par ledit système.
The “Guidelines for school leaders, teachers and educators to address wellbeing and mental health at school” were developed by the Commission Expert Group on supportive learning environments for groups at risk of underachievement and for supporting wellbeing at school.
The “Guidelines for policymakers to address wellbeing and mental health at school” were developed by the Commission Expert Group on supportive learning environments for groups at risk of underachievement and for supporting wellbeing at school.
In this note, we explore whether bans have contributed to changing prevalence of, and support for, corporal punishment in low- and middle-income countries across time. Our analysis provides four main findings.
The Health Behaviour in School-aged Children (HBSC) study is a large school-based survey carried out every four years in collaboration with the WHO Regional Office for Europe.
This framework provides support to those working with and in schools to develop and strengthen universal and targeted approaches to gender-based violence.
The National Plan to End Violence against Women and Children 2022–2032 lays out the shared vision of Australian governments to end gender-based violence in one generation.
Globally, 150 million adolescents report being victims of or engaging in peer-to-peer violence in and around school. One strategy to reduce this risk is to occupy youth in afterschool programs (ASP). Yet, the question remains: how does peer group composition affect the effectiveness of an ASP?