The United Against Bullying Plus (UAB+) programme integrates two existing approaches: a whole-school anti-bullying approach; with targeted components for those most at risk of perpetrating and experiencing bullying. The programme was delivered by the Anti-Bullying Alliance (ABA) and Kidscape.

Protection from sexual exploitation, abuse and harassment (PSEAH) within the delivery of GPE programs is a shared responsibility. All partners must play an active role in reporting and addressing sexual exploitation, abuse and harassment incidents as they occur.

This document provides an overview of the regional situation and the forms and expressions of violence, considering both structural challenges and those of a contemporary nature that shape current agendas.

This implementation brief examines gender-based violence (GBV) interventions for young people aged 10–24 in East and Southern Africa (ESA).

Investing in Social and Behaviour Change (SBC) for education is a powerful opportunity to deliver measurable results and transform children’s lives. Through targeted interventions, UNICEF works to shift harmful norms, promote positive discipline, and create inclusive, safe school environments.

UNESCO and Peking University collaborated with national authorities in Botswana, Nigeria, and Uganda to strengthen school health education and adolescent well-being in line with national priorities.

The National School Code of Conduct (NSCC) is a foundational policy framework developed by the Ministry of Education to promote safe, secure, inclusive, and disciplined learning environments in all schools across Trinidad and Tobago.

Education funders care about safe schools, yet school violence rarely appears in direct language within philanthropic portfolios or in the global spaces where policy influence takes shape. This report began as a response to that gap.

Teachers' roles in preventing and mitigating school bullying have garnered more attention throughout the past decade. However, teacher responses and practices in secondary schools are not understood systematically.

This study investigates the strategies employed by schools to prevent violence, with a particular focus on the perceptions of teachers and parents.