Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential.
The education sector, both formal and informal, has a key role to play in supporting learners living with HIV to fulfil their right to education in a safe, supportive, inclusive and enabling learning environment.
To date, this report is one of the largest qualitative study of sexuality and gender diverse young people and their use of social media platforms.
This formative assessment on the needs of adolescents and youth at risk presents the experiences of adolescents and young people including those from key populations and the perspectives of experts working with young people in the four domains: education, parental and peer support, communication
This new toolkit aims to support young people in Eastern Europe and Central Asia who are particularly vulnerable to HIV infection and are facing widespread stigma, discrimination and violence.
This case study examines Legal Units in Côte d'Ivoire, a network of individuals and resources that can be tapped as needed to protect the rights of children and their families.
Children who have grown up with HIV are becoming adults. Some young people are also becoming infected with HIV. This means that services that work with both children and adults with HIV need to be able to support teenagers and young adults.
Thanks to advances in HIV treatment, children who were born with HIV are now living into adulthood. Services working with children and adults living with HIV have needed to adapt to support this cohort of young adults with lifelong HIV infection.
This course has been developed to provide guidance around youth-specific HIV programming and support staff working across the Asia Pacific region to meet the specific needs and rights of young people from key affected populations.
This technical brief describes promising practices in critical services related to the psychological and social well-being of perinatally-infected children (aged 0 to 12 years) in Africa.