This Act provides for a national code, the National Higher Education Code to Prevent and Respond to Gender-based Violence. The national code applies to higher education providers, and can impose various requirements on them in relation to gender-based violence.
The purpose of this study was to understand how the Connect with Respect (CwR) programme is implemented in different countries and different contexts by examining the specific cases of Malawi, Tanzania, and Zambia.
School climate or perceiving the school as a friendly environment enhances students' sense of belonging and school attendance. However, there is a clear lack of previous research related to school absenteeism/school attendance problems and school climate.
In the present report, the Special Representative of the Secretary-General on Violence against Children, Najat Maalla M’jid, reviews the actions she took in 2025 at the global, regional and national levels and the results achieved in fulfilling her mandate.
This tool addresses the urgent gap between children’s lived experiences of violence and the limited, often symbolic opportunities they have to shape safer school environments.
The National Framework is intended to provide a best practice framework for schools to build into the process and policies they already have established in the school.
Developed through a broad participatory process involving ministries, civil society, academia, and United Nations agencies, the plan is structured around four strategic pillars —research and evidence, regional cooperation, regional observatory, and policy dialogue and technical assistance —aimed
Despite global commitments, violence in and around schools remains widespread, undermining education as a fundamental human right. This knowledge brief explores what violence in education looks like, its root causes, contributing factors, and its profound impact on learners.
In the present report, the Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity, Graeme Reid, examines barriers to the right to education faced by lesbian, gay, bisexual, transgender and other gender-diverse (LGBT) persons.
The purpose of the Review was to examine what is working to prevent and respond to bullying in Australian schools and what needs strengthening, before reporting to Education Ministers.