Poor nutritional choices and unhealthy behaviors are considered responsible for the rise in childhood overweight and obesity and may reinforce each other, creating a vicious cycle.
This Act provides for a national code, the National Higher Education Code to Prevent and Respond to Gender-based Violence. The national code applies to higher education providers, and can impose various requirements on them in relation to gender-based violence.
This review examines and describes current school food and nutrition initiatives within the literature that aim to promote healthier, sustainable diets within the Pacific Islands region.
In this brief, we propose a framework to conceptualize gender considerations in home-grown school feeding programs to inform research, practice, and policy.
The purpose of this study was to understand how the Connect with Respect (CwR) programme is implemented in different countries and different contexts by examining the specific cases of Malawi, Tanzania, and Zambia.
School feeding programmes (SFPs) are widely implemented to address child poverty, food insecurity and malnutrition, yet evidence on their influence on children’s health outcomes is limited.
School climate or perceiving the school as a friendly environment enhances students' sense of belonging and school attendance. However, there is a clear lack of previous research related to school absenteeism/school attendance problems and school climate.
This report examines the challenges and strategies involved in implementing life skills-based education (LSBE) in Pakistan, focusing on how gender-restrictive, or oppositional, actors have influenced the curriculum’s content and acceptability.
In the present report, the Special Representative of the Secretary-General on Violence against Children, Najat Maalla M’jid, reviews the actions she took in 2025 at the global, regional and national levels and the results achieved in fulfilling her mandate.
The contextual data available through TIMSS 2023 can be used to derive patterns of well-being and school climate, which allow exploring systems-level questions about the quality of national education systems.