The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing.
This report shines a light on the impact of COVID-19 on adolescent girls in South East Asia and the Pacific and their experiences of accessing secondary education over the last twelve months.
Youth with disabilities (YWD) need developmentally appropriate sex education to stay safe and healthy and to achieve self-determination.
The prevalence of school-related violence and, in particular, bullying is not a new or isolated phenomenon, nor is it limited to certain schools or countries. Abundant evidence indicates that bullying is widespread and has a negative impact on educational outcomes.
School-based programmes are one of the most extensive social safety nets worldwide, with an estimated 388 million children worldwide currently benefiting from school feeding.
We aimed to investigate the relationship between homophobic bullying, parental psychological control and sensation seeking among adolescents and young adults and to examine the mediating role of sensation seeking.
The response to the Covid-19 pandemic raises a question about the role of national curriculum frameworks in acquiring and applying knowledge about hygiene and prevention of disease.
India has made important gains in improving the sexual and reproductive health of women and young people.
This report focusses on the impacts of the pandemic on learning proficiency, specifically as measured by Sustainable Development Goal (SDG) Indicator 4.1.1.
These Guidelines are to help Regional and District Directors of Education as well as Heads of Schools to operate safely in the country. It is important to note that the broad guidelines outlined in this document are a general guide and must be