A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion.
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.
Doté de 42 actions concrètes, le nouveau plan national d’actions du Gouvernement repose sur quatre axes: la reconnaissance des droits des personnes LGBT+; le renforcement de leur accès aux droits; la lutte contre la haine anti-LGBT+ et l’amélioration de la vie quotidienne des personnes LGBT+.
This briefing paper discusses the prevalence of bullying amongst pupils in schools across the UK, and policies to prevent and tackle bullying in English, Welsh, Scottish and Northern Irish schools.
Our vision is to ensure an institutional campus culture which is safe, respectful and supportive. Institutions have a duty of care to their students and staff, and a responsibility to foster a campus culture that is clear in the condemnation of unwanted and unacceptable behaviours.
This document offers a needs analysis of the opportunities in Europe to integrate quality criteria for antibullying policies in secondary schools and in quality frameworks for the education sector.
This guidance outlines how schools can ensure their pupils understand how to stay safe and behave online as part of existing curriculum requirements.
The guide is designed for school administrators, teachers, psychologists, social pedagogues as well as to trainee teachers.
This is statutory guidance from the Department for Education issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the Non-Maintained Special Schools (England) Regulations 2015.