Bullying is a ubiquitous form of aggression in schools worldwide. Intervention and prevention programs targeting school bullying perpetration and victimization are effective, yet more research is needed to understand variability in effectiveness.
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 report presents the efforts, good practices and learnings identified from WFP’s policy engagement and provision of technical assistance for National Nutrition Programme for School Children in Indonesia, Program Gizi Anak Sekolah (Progas).
This report synthesizes available policy and practice evidence on school reopening in 40 African partner countries of the Global Partnership for Education.
School health and nutrition (SHN) interventions are among the most ubiquitous public health investments and comprise a key mechanism for reaching populations that are otherwise difficult to reach through the health system.
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.
This WHO guideline on school health services aims to provide national governments and other stakeholders with detailed guidance on the effectiveness, acceptability and content of comprehensiveschool health services involving a health worker.
This publication is based on an extensive review of health-promoting school policies, strategies and guidelines from 91 countries in various regions and on expert and public consultations with education and health sector policy-makers, practitioners and researchers around the world.
This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning.