Implementation of sexuality education in middle schools in China
China boasts one of the largest adolescent populations in the world, with 165 million in total (United Nations, 2017).
China boasts one of the largest adolescent populations in the world, with 165 million in total (United Nations, 2017).
Globally, half of students aged 13–15 experience peer-to-peer violence in and around school. This violence has short-term effects on their educational achievement and leaves a long-term impression on their futures.
School violence and bullying occurs throughout the world and affects a significant proportion of children and adolescents. It not only negatively impacts their educational outcomes, but harms their physical health and emotional well-being.
Health Behaviour in School-aged Children (HBSC), a WHO collaborative cross-national study, has provided information about the health, well-being, social environment and health behaviour of 11-, 13- and 15-year-old boys and girls for over 30 years.
This 'Sexuality education policy brief, no. 1' provides an overview of key issues in sexuality education. It focuses primarily on sexuality education in Europe and Central Asia but is also relevant to countries outside of these regions.
This 'Sexuality education policy brief, no. 2' provides an overview of the impact of good quality sexuality education on the health and well-being of children and young people.
Promoting health and a healthy lifestyle among children and youth is a national priority for all Eastern European and Central Asian countries, and is reflected in their country policies.
Every day in developing countries, 20,000 girls below age 18 give birth. Nine in 10 of these births occur within marriage or a union. This has consequences on the health, education, employment and rights of an untold millions of girls.
Although the countries of Eastern Europe and Central Asia are not affected to the same extent as other world regions, adolescent pregnancy is a major challenge in parts of the region, and in particular among some population groups.
This review presents the results of an assessment of the policies and practices related to prevention education in ten countries in Eastern Europe and Central Asia (EECA region). It consists of a regional overview (Chapters 1–6) and ten individual country assessments (Appendices 2–11).