The testimonies collected provide a snapshot into the lived experiences of youth with disabilities, using methodology that empowers them to tell their own stories.

This study characterizes rates of physical and sexual violence against adolescent girls and compares rates of violence against girls who are enrolled versus unenrolled in school, to contribute to an understanding of the relative risks associated with school attendance.

IGLYO created an online survey that was translated into 15 different languages, with over 17.000 participants (aged between 13 and 24) completing the questionnaire. Complementary to the survey, IGLYO conducted 20 interviews to further explore the topic of inclusive education.

On Thursday, August 26 and Friday, August 27, 2021, the workshop “Challenges, transformative experiences and recommendations for the prevention of school-related gender-based violence” was held.

This resource provides age-appropriate learning activities on important themes and concepts relating to the prevention of GBV and promotion of respectful relationships. It presents two key tools for teachers.

This report presents the findings and recommendations of the baseline survey for the UNESCO supported “Our Rights, Our Lives, Our Future (O3 PLUS)" project to be implemented in 24 HTEIs in Zambia and Zimbabwe from January 2021 to December 2024.

The Happy Schools Guide and Toolkit is designed to support teachers and school leaders in primary and secondary schools across the Asia-Pacific region, in thinking about how they can create their own Happy School.

This paper provides a summary of the evidence on comprehensive sexuality education (CSE) and its linkages with the prevention of gender-based violence (GBV) based on a rapid review of the evidence. It also highlights the requirements for CSE programming to effectively support GBV prevention.

A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion.

While violence against children (VAC) has been a long-established global concern, more recently attention has been drawn to how violence occurs in and around schools (VACS) and the role of education in preventing and responding to violence.