Violence in schools is one of the most visible and pervasive forms of violence against children within the EU level. School-related gender-based violence (SRGBV) is resulted due to gender norms and stereotypes and enforced by unequal power dynamics.
Over 20 years, GLSEN’s research has demonstrated that LGBTQI+ inclusive instruction promotes a more positive school climate, where LGBTQI+ youth are more likely to thrive academically, socially, and emotionally, and experience less severe anti-LGBTQI+ harassment and bullying.
Comment le harcèlement en milieu scolaire est-il passé de la sphère privée – considérée comme une forme de conflit entre élèves qui ne concerne pas les adultes – à une problématique relevant de la sphère publique, donc sujet à débats et objet de politiques éducatives ?
El presente artículo muestra los datos empíricos producidos en el proceso de investigación acción participativa desarrollado entre los años 2021-2022 con comunidades educativas rurales de Haití, Honduras y Nicaragua sobre incidencia y expresiones de las violencias basadas en género.
El presente documento tiene como objetivo delinear el camino para escalar la iniciativa de prevención de la Violencia Basada en Género (VBG) en escuelas rurales de Haití, Honduras y Nicaragua y, más específicamente, la innovación central de la misma: el diseño, aplicación y validación de la Inves
La violencia en la escuela es un problema que afecta a una proporción importante de estudiantes en todo el mundo.
This paper presents results from an RCT in 140 schools in Madagascar that targets both hygiene practices and menstrual stigma.
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?
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.