This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020.
This study was conducted for the first time in Vocational Educationand Training (VET) institutions. The aim of the research is to establish what are the health-related knowledge and behaviors among VET girls and boys, as well as the life skills that can help them find employment.
The Joint Committee on Education, Further and Higher Education, Research met senior academics from the National Anti-Bullying Research and Resource Centre in Dublin City University (DCU) on 5th November 2020 to discuss the impact of School Bullying, including Cyberbullying, during the Covid 19 Pa
This guidance aims to help school staff in Scotland’s education authority, grant-aided and independent schools to provide transgender young people with the best possible educational experiences.
This paper provides new evidence that preventive health care services delivered at schools and provided at a relatively low cost have positive and lasting impacts.
These recommendations from the Technical Advisory Group (TAG) on Schooling during the COVID-19 pandemic of the WHO Regional Office for Europe represent the work of the TAG between October 2020 and June 2021.
No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic.
In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and variations of sex characteristics.
We aimed to investigate the relationship between homophobic bullying, parental psychological control and sensation seeking among adolescents and young adults and to examine the mediating role of sensation seeking.
The response to the Covid-19 pandemic raises a question about the role of national curriculum frameworks in acquiring and applying knowledge about hygiene and prevention of disease.