Stonewall's legacy
Contemporary American colleges are increasingly queer places, where significant steps toward inclusion of BGLT students have been made.
Contemporary American colleges are increasingly queer places, where significant steps toward inclusion of BGLT students have been made.
Gay-Straight Alliances (GSAs) are student-led, school-based clubs that aim to provide a safe environment in the school context for lesbian, gay, bisexual, and transgender (LGBT) students, as well as their straight allies.
This report discusses the results of a national survey of Canadian high school students undertaken in order to investigate what life at school is like for students with sexual or gender minority status.
This document presents our Model District Policy on Transgender and Gender Nonconforming Students, which outlines best practices for schools to ensure that all students are safe, included and respected in school, regardless of their gender identity or expression — including transgender and gender
This e-toolkit/training manual is part of a larger Go Girls! toolkit series that helps reduce girls' vulnerability to HIV and AIDS by working with the community, schools, parents and girls themselves.
Educators, researchers, policymakers and parents alike have become increasingly interested in the potential for sexuality education to help meet the needs of young people.
Health and Family Life Education (HFLE) encapsulates the required body of knowledge in a comprehensive life-skill educational programme that can be integrated across the curriculum.
Fidelity of program implementation under real-world conditions is a critical issue in the dissemination of evidence-based school substance use prevention curricula. Program effects are diminished when programs are implemented with poor fidelity.
This animated tutorial is a pliot version that has been designed for the English speaking population in North America. All formats available for free download at: http://teachaids.org/software.
This "Health and Family Life Education" curriculum was developed by Gerard Drakes, Mavis Fuller, Christopher Graham and Barbara Jenkins, in coordination with a number of different official partners of Caribbean countries, as well as UNICEF, UNESCO and the Education Development Center In