On Thursday, August 26 and Friday, August 27, 2021, the workshop “Challenges, transformative experiences and recommendations for the prevention of school-related gender-based violence” was held.

This resource provides age-appropriate learning activities on important themes and concepts relating to the prevention of GBV and promotion of respectful relationships. It presents two key tools for teachers.

This report presents the findings and recommendations of the baseline survey for the UNESCO supported “Our Rights, Our Lives, Our Future (O3 PLUS)" project to be implemented in 24 HTEIs in Zambia and Zimbabwe from January 2021 to December 2024.

The Happy Schools Guide and Toolkit is designed to support teachers and school leaders in primary and secondary schools across the Asia-Pacific region, in thinking about how they can create their own Happy School.

This paper provides a summary of the evidence on comprehensive sexuality education (CSE) and its linkages with the prevention of gender-based violence (GBV) based on a rapid review of the evidence. It also highlights the requirements for CSE programming to effectively support GBV prevention.

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.

While violence against children (VAC) has been a long-established global concern, more recently attention has been drawn to how violence occurs in and around schools (VACS) and the role of education in preventing and responding to violence.

This comprehensive policy intends to ensure that school safety and security are at the top of the agenda for government at all levels.

The Minimum Standards for Safe Schools document targets the basic and senior secondary education levels operating as either private or public schools as well as the non-formal sector in Nigeria.

This study aimed to investigate the global association of grade repetition with bullying victimization in a large-scale school-based cross-sectional study. We used the latest global data from the Program for International Student Assessment (PISA) 2018.