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Objective: To assess effects on condom use and other sexual behaviour of an HIV prevention programme at school that promotes the use of condoms with and without emergency contraception. […] Intervention: Schools were randomised to one of three arms: an HIV prevention course that promoted condom use, the same course with emergency contraception as back-up, or the existing sex education course. Self administered anonymous questionnaires were completed at baseline, four months, and 16 months. …
Samata works with 64 schools across 49 villages in two districts of Bagalkot and Bijapur in northern Karnataka. Teachers and members of the School Development Management Committee (SDMC) are given gender training, as they are key stakeholders in transforming schools into gender-responsive teaching and learning environments. …
According to the theory of change that underlies the Samata programme, one important factor in keeping girls in school is to reduce gender-based violence by their male peers. This brief explains how Samata works with adolescent boys.
Crises, conflict and displacement lead to heightened insecurities – physical, psychological, social and financial - for affected populations including refugees.
The objective of the Journeys Activity Handbook for Teachers and School Staff is to mobilise school staff to take deliberate steps to increase, foster and promote a safe and caring school that is free from violence. A positive school climate includes norms, values and expectations that support people feeling socially, emotionally and physically safe. It also means that teachers are engaged and respected and pupils are cared about, encouraged and supported in a classroom that is free from violence. In addition all school staff and pupils contribute to keeping the school compound clean. …
The provision of good quality education in public sector schools in South Africa is intrinsically linked to the health, wellbeing and productivity of educators employed in this sector. …
School-based adolescent health education programs represent a durable strategy in reducing the spread of HIV because they can leverage pre-existing social and organizational structures to reach large fractions of students at critical life stages. Many evaluations of school-based HIV programs draw on multilevel study designs that assign schools to treatment conditions or assign students to treatment conditions within blocks defined by school membership. …
The Declaration calls the Member States, civil society and international organizations to act urgently to address health inequalities and improve the social and economic determinants of health. The Declaration explicitly recognized the role of schools and preschools in promoting health and well-being for all children and adolescents. It acknowledged that inclusive and equitable education is a key determinant of their health and well-being. …
This thematic paper on schools and pre-schools promoting health and well-being for all children and adolescents was produced to support and inform discussion at the high-level conference in Paris. …
The authors reviewed evaluations of school-based sexual health education interventions in sub-Saharan Africa to assess effectiveness in reducing sexually transmitted infections and promoting condom use.
The aim of this report is to inform policy-makers and practitioners at EU, national, regional and local level on the most effective strategies and practices for preventing bullying and violence in schools across the EU. It examines evidence from European and international research, reviews national practices and the work of civil society organisations with regard to school bullying and violence.
Despite the success of recent efforts to increase access to improved water, sanitation, and hygiene (WASH) globally, approximately one-third of schools around the world still lack adequate WASH services. A lack of WASH in schools can lead to the spread of preventable disease and increase school absences, especially among women. Inadequate financing and budgeting has been named as a key barrier for integrating successful and sustainable WASH programs into school settings. …
The working paper presents data on the coverage of water, sanitation and hygiene (WASH) services in primary schools gathered from 149 countries for the period 2008-2013. It also compares current national WASH in Schools (WinS) monitoring indicators against global guidelines. It aims to promote and support improved monitoring of WinS so that coverage indicators can be included in the forthcoming Sustainable Development Goals (SDGs).
This report analyses over 2000 primary and secondary school inspection reports for 2015/16. The report’s main findings are as follows: -SRE was mentioned by inspectors in less than 1% of reports and PSHE in just 14% of reports, fewer than almost all other established subjects, including history (36%), geography (26%), music (31%), and art (31%). -Mentions of sexual health, safe sex, and related topics were almost entirely absent from inspectors’ reports, with only 1% of reports referring to these issues. …
This guideline focuses specifically on water, sanitation and hygiene (WASH) in Primary and Secondary Schools. It sets out the minimum requirements for SWASH that are relevant to various types of schools in different contexts in Tanzania. It is designed for use in different school settings where simple, affordable and replicable options can be promoted to contribute significantly to improving water, sanitation and hygiene conditions in Primary and Secondary Schools. …
