This study is the first nationally representative, comprehensive assessment of the school meal programs since the updated nutrition standards for school meals were phased in beginning School Year 2012-2013.

The PLSSE is divided into four domains: context for sex education, professional disposition, best practices, and key content areas. Each domain includes indicators related to educator’s knowledge of content, familiarity with teaching methods, and understanding of best practices.

Comprehensive sexuality education (CSE) is a key component of efforts to improve sexual and reproductive outcomes for young people. While many governments have established policies and curricula for CSE, there are no quantitative measures of the quality of their implementation in schools.

Adolescent girls in the Dominican Republic are being denied their sexual and reproductive rights, including access to safe abortion.

School-related violence in all its forms, including bullying, is an infringement of children’s and adolescents’ rights to education and health and well-being. No country can achieve inclusive and equitable quality education for all if learners experience violence in school.

Education is a fundamental human right and essential for the exercise of all other human rights. However, learning environments are not always inclusive and safe places. They can be sites of physical, verbal, psychological and sexual violence, and social exclusion.

Bullying is a serious issue in New Zealand schools.

The Canadian Guidelines for Sexual Health Education provide guidance to educators and policy makers for the development and evaluation of comprehensive evidence-based sexual health education in Canada.

The Convention on the Rights of Persons with Disabilities (CRPD) clearly states the need to protect and promote Sexual and Reproductive Health and Rights (SRHR) of persons with disabilities and to provide quality and free or affordable access to SRH information and services.

Project GLOW, Health and Life Planning Skills Curriculum is a curriculum document developed in 2008 by PATH (Program for Appropriate Technology in Health), Mercy Corps and the Liangshan Yi For Empowerment (LYFE) Center on Project GLOW (Giving Leadership Opportunities to Young Women) with support