Based on interviews with more than 50 LGBT students and former students in fourteen prefectures throughout Japan—as well as teachers, officials, and academic experts—this report documents bullying, harassment, and discrimination in Japanese schools based on sexual orientation and gender identity
Samata works with 64 schools across 49 villages in two districts of Bagalkot and Bijapur in northern Karnataka.
According to the theory of change that underlies the Samata programme, one important factor in keeping girls in school is to reduce gender-based violence by their male peers. This brief explains how Samata works with adolescent boys.
Global human rights legislation protects all people against discrimination and violence in education, irrespective of their sex, sexual orientation or gender identity and expression. Viet Nam has committed to a range of global conventions to end school-related gender-based violence (SRGBV).
Educational institutions are places where learners, regardless of their age, gender, ethnicity, religion and sexual orientation, are expected to be safe. They are also spaces with a huge potential to create social change.
Students learn best in schools that provide safety and social support. However, some young people experience violence and harassment in, around, and on the way to school. This includes gender-based violence (GBV), which can take many different forms.
In December 2011 UNESCO convened an international consultation to address school bullying on the basis of sexual orientation and gender identity/expression with ministries and departments of education and academia from more than 25 countries, UN agencies, and non-government organizations (NGOs).
Within the UN system, UNESCO has been examining SOGIE-based bullying, violence and discrimination in education globally since 2011.
This research report is the outcome of nation-wide research on the bullying faced by lesbian, gay, bisexual and transgender (LGBT) people during their attendance at school in Cambodia, and its long-term effects.
This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible.