This checklist provides a non-exhaustive list of suggested actions for Government and UNICEF to consider as part of their short and longer term planning for and implementation of school reopening that will support healthy diets and good nutrition in children.

This toolkit provides an overview of the virtual qualitative research tools that the GAGE programme is using in order to understand young people’s experiences under Covid-19.

Across the world, COVID-19 and resulting isolation measures have taken more than 1.5 billion children out of the classroom.

This briefing offers guidance on how to align the design, delivery, monitoring and evaluation of essential life skills programming for girls.

The guidelines aim to inform the decision-making process regarding school reopening, support national preparations and guide the implementation process, as part of overall public health and education planning processes.

This document is a supplement to the Framework for reopening schools, which provides practical, high-level guidance on how to reopen. As more countries move in that direction, lessons are beginning to emerge on what is working.

This guidance note describes the dominant adolescent rites of passage and initiation ceremonies in four countries in the Southern African region (Malawi, Eswatini, South Africa and Zambia).

The COVID-19 pandemic has impacted all aspects of our lives. As schools are closing and lockdowns are imposed, many children and young people are spending increased time at home. Much of that time might be spent online, often for longer than usual.

This Social Norms Diagnostic Tool is a feminist, participatory research approach designed to help programme teams identify and discuss social norms, perceptions and expectations that shape, constrain or promote gender-based violence (GBV) and intimate partner violence (IPV); child, early, and for

This publication offers in-depth programmatic guidance on how to develop CSE programmes that are appropriate and safe for different groups of children and young people, especially those who are unlikely to be addressed in CSE programmes for children and young people generally.