This study examined school feeding policy objectives across multiple countries, drawing on data from the Global Survey of School Meal Programs, and identified 23 relevant policies.

Adolescent girls in Kenya face significant challenges in managing their menstrual health and hygiene, stemming from inadequate knowledge, limited access to menstrual products and hygienic facilities, and ensuing stigma.

Adolescents in Kenya face a high burden of sexual and reproductive health (SRH) challenges, including early pregnancy, sexually transmitted infections and limited access to accurate sexuality education.

These guidelines provide practical direction on school meals and costing; procurement and food management; meal preparation and serving; monitoring and reporting; and school feeding management at school, district, and national levels.

Child and adolescent mental health (CAMH) is an urgent yet persistently overlooked issue in the Eastern and Southern Africa (ESA) region, demanding greater attention from governments and donors.

With this guide, UNESCO-IBE proposes to support a collective learning process at school level, aimed at promoting health and well-being.

This guide is a pedagogical tool aimed at teacher trainers working in initial or continuing education, as well as primary and secondary school teachers, to help them prepare their lessons.

This pedagogical booklet presents a series of 21 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial skills such as communication, emotion management, and

This pedagogical booklet presents a series of 24 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial skills such as communication, emotion management, and

his pedagogical booklet presents a series of 27 lesson plans designed for learners aged 5 to 8, using an active pedagogical approach to support the development of health and well-being competencies, along with cross-disciplinary psychosocial competencies such as communication, emotion management,