This guide aims to help multisector actors to address the food security and nutrition needs of children during periods of extended or intermittent school closure due to a pandemic or other emergency. The collaboration of schools and food banks in this effort is the primary focus.

This second Global Education Evidence Advisory Panel (GEEAP) report draws on insights from the latest research to document the impacts of and responses to Covid-19.

The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a

The Toolkit is intended to be used by World Bank Task Teams and Clients to support the quality and effectiveness of investments in the provision of water, sanitation, waste management, hygiene and handwashing services at educational institutions.

This guide provides basic minimum principles to Member States that can be used when revisiting or updating their school nutrition programs.

This manual provides a concise and practical guide for educators to better support the mental health needs of their students and to take practical steps that are implementable in school settings.

This publication has been developed to support the implementation of the WHO Guidelines on mental health promotive and preventive interventions for adolescents, released in 2020. The Toolkit includes a core set of evidence-informed strategies to promote and protect adolescent mental health.

The Handbook aims to become a quick reference document for all stakeholders involved in the National School Feeding and Nutrition Programme in the management and implementation of the programme.

The Framework is intended to support schools, including pupil referral units (PRUs) and education settings in reviewing their own well-being landscape and in developing plans to address their weaknesses and build on their strengths.

These guidelines are primarily intended for persons at the school (micro) and ministry/department level (macro) who are required to plan, organize, monitor, or evaluate CSE in schools. At the center of the guidelines is the Monitoring & Evaluation (M&E) logical framework.