School feeding programmes (SFPs) are widely implemented to address child poverty, food insecurity and malnutrition, yet evidence on their influence on children’s health outcomes is limited.
School climate or perceiving the school as a friendly environment enhances students' sense of belonging and school attendance. However, there is a clear lack of previous research related to school absenteeism/school attendance problems and school climate.
This report examines the challenges and strategies involved in implementing life skills-based education (LSBE) in Pakistan, focusing on how gender-restrictive, or oppositional, actors have influenced the curriculum’s content and acceptability.
In the present report, the Special Representative of the Secretary-General on Violence against Children, Najat Maalla M’jid, reviews the actions she took in 2025 at the global, regional and national levels and the results achieved in fulfilling her mandate.
The contextual data available through TIMSS 2023 can be used to derive patterns of well-being and school climate, which allow exploring systems-level questions about the quality of national education systems.
The findings of these reports are based on an Australian Research Council Discovery Grant research project which aims to improve leadership preparation and development for school principals to help them manage complex emotional workload demands.
This study examined school feeding policy objectives across multiple countries, drawing on data from the Global Survey of School Meal Programs, and identified 23 relevant policies.
Adolescent girls in Kenya face significant challenges in managing their menstrual health and hygiene, stemming from inadequate knowledge, limited access to menstrual products and hygienic facilities, and ensuing stigma.
This tool addresses the urgent gap between children’s lived experiences of violence and the limited, often symbolic opportunities they have to shape safer school environments.
This chapter in ‘All means all! OpenTextbook for diversity in education’ deals with inclusive teaching methods and assessment in Comprehensive Sexuality Education (CSE).