This policy brief presents findings and recommendations from secondary analyses of the Violence Against Children and Youth Surveys (VACS) exploring the intersection between gender, experiences of and attitudes toward corporal punishment, and its consequences.

In 2020, a diagnostic tool was developed by Safe to Learn partners to track countries’ progress toward achieving the objectives of the Safe to Learn Call to Action at the national, district and school-level and establish a baseline from which to measure progress.

COVID 19 has heightened a pre-existing child’s right crisis.

Sexual Health and Relationships Education (SHRE) provides individuals with knowledge and skills to manage risky behaviors and take informed decisions to protect themselves against STIs, and unintended pregnancy.

This report presents the efforts, good practices and learnings identified from WFP’s policy engagement and provision of technical assistance for National Nutrition Programme for School Children in Indonesia, Program Gizi Anak Sekolah (Progas).

Previous review studies have not systematically mapped the existing body of knowledge on adolescent sexual and reproductive health (ASRH) in sub-Saharan Africa (SSA).

This rapid situation assessment of comprehensive sexuality education across digital spaces in Thailand aims to understand the opportunities for using digital sexuality education spaces and content in formal education.

The policy’s goal is to promote the holistic development of children, local farmers, producers, and the community by ensuring that school feeding is recognized and treated as a sustainable, multisectoral investment program that receives support from various actors, including the Government at cen

The National School Health Policy 2018 under noncommunicable diseases commits to support promotion of healthy lifestyles and implementation of interventions to reduce the modifiable risk factors for non-communicable diseases and mental health and their management within the school community.

This report presents key findings from the 3rd round of the UNESCO-UNICEF-World Bank-OECD survey, although in some cases, data from the previous two rounds and some other sources were also used. The report has eight sections.