Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools.

What is the potential of the main public institutions? What barriers exist in society to promote comprehensive sexual education?

This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.

Indonesian children face a triple burden of malnutrition, where the occurrence of undernutrition and overnutrition coexist with micronutrient deficiencies.

School closures during the COVID-19 pandemic led to losses equivalent to over half a year’s worth of learning. This foregone learning will hamper students’ productivity and ability to earn income in the future.

School violence refers to physical, psychological, and sexual violence that takes place in school, on the way to school, online, and wherever school relationships exist. Some forms of school violence may be explicitly or implicitly gender-based.

Using an intersectional, anti-racist lens, Human Rights Campaign Foundation’s Welcoming Schools program is dedicated to providing actionable policies and practices for educators.

Children’s experience of harm and abuse has a profound impact on their health and well-being.

This study, commissioned by the European Parliament’s Policy Department for Citizens’ Rights and Constitutional Affairs at the request of the FEMM Committee, examines the importance of sexuality education as an integral part of sexual and reproductive health and rights of children and young peopl

Reflecting on the main report “Experiences and Perceptions of Mid-adolescents, Parents and Teachers on Comprehensive Sexuality Education: A Multiple Country-based Qualitative Research Study in Bangladesh, Jordan, Burundi”, SERAC-Bangladesh along with the University of Jordan, AFPA-Burundi and Sha