Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools.

Teachers, and their professional learning and development, have been identified as playing an integral role in enabling children and young people’s right to comprehensive sexuality education (CSE).

What is the potential of the main public institutions? What barriers exist in society to promote comprehensive sexual education?

This assessment was conducted in 16 countries in the Arab region, including Algeria, Djibouti, Egypt, Iraq, Jordan, Lebanon, Libya, Morocco, Sultanate of Oman, Palestine, Somalia, Sudan, Syria, Tunisia, the United Arab Emirates and Yemen.

This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.

This collection of essays published by Safe to Learn, with the support of GPE and other partners, looks at solutions to help stop and prevent violence experienced by children in and around schools.

Indonesian children face a triple burden of malnutrition, where the occurrence of undernutrition and overnutrition coexist with micronutrient deficiencies.

This Technical Review guides the design, implementation and monitoring of school feeding programmes in refugee settings.

Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential.

Bullying is a substantial problem in schools worldwide and it can have severe consequences for individuals in both short and long-term. One aim of this study was to explore the bullying prevalence among 10-year-olds in school-systems participating in TIMSS 2015.