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.
While sexuality education can support children and young people with disabilities in their sexual development and contribute to their wellbeing, challenges to its provision exist.
The aim of these recommendations and the report more broadly is to provide guidance for the education sector in fostering an LGBT+ inclusive culture and reducing the levels of HBT bullying and language in schools in England.
L’objectif de ce rapport est d’évaluer la situation épidémiologique dans les écoles et plus généralement chez les enfants du Luxembourg au cours de l’épidémie.
Le dispositif sanitaire de l’Éducation nationale luxembourgeoise constitue un modèle unique en Europe.
This publication presents evidence of the benefits of CSE to allow advocates to develop effective advocacy campaigns and materials based on evidence particularly for Europe and Central Asia.
Common definitions of bullying, employed in research and public policy alike, are generally based on adult-imposed categories. To account for students’ needs in school, research should aim to include their voices more often.