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This report provides a review of evidence about what works in preventing homophobic, biphobic and transphobic (HBT) bullying in schools. This evidence review: - examines existing research about effective initiatives and interventions to prevent HBT bullying in schools, - is conducted by NatCen Social Research, - represents the first stage in the ‘Tackling homophobic, biphobic and transphobic bullying among school-age children and young people’ study.
This report provides the findings from a qualitative study of ‘What works in tackling homophobic, biphobic and transphobic (HBT) bullying among school-aged children and young people?’. …
Schools are an important part of a child's life and provide a supportive, caring environment. Yet still in 2015, the reactions of staff, parent/carers or pupils, to a child who is living with or affected by HIV, have in some cases led to the child feeling unable to remain at that school. This guidance by Magda Conway is an update of the comprehensive resource published by NCB in 2005, and a collaboration between the Children's HIV Association (CHIVA) and NCB. …
The National HIV and AIDS Stigma and Discrimination Study, was a cross-sectional survey which collected data from the 47 counties, grouped into 30 clusters selected based on observed regional variations in HIV prevalence, socio-cultural and economic characteristics. The stigma study, targeted the general population, key populations as well as PLHIV is a compilation of the thoughts and attitudes regarding HIV, and, far too frequently, painful experiences of people living with HIV.
Childhood obesity undermines the physical, social and psychological well-being of children and is a known risk factor for adult obesity and noncommunicable diseases. There is an urgent need to act now to improve the health of this generation and the next. The Commission recognizes that the scope of potential policy recommendations to address childhood obesity is broad and contains a number of novel elements. …
Various studies have reported a huge increase in the numbers of orphaned adolescents in Sub-Saharan Africa and its effects on their psychological, emotional and behavioural development. Yet, their needs are seldom recognised or adequately addressed in policy and programmes.This article uses a qualitative study to report the experiences of 11 orphaned adolescents (5 boys and 6 girls aged between 15 and 18 years) affected by HIV and AIDS in a secondary school (in Atteridgeville, Pretoria, South Africa) and the school support provided by them. …
Разработанное при поддержке ЮНЕСКО методическое пособие для педагогических работников "Предотвращение насилия в образовательных учреждениях" рассматривает разные виды насилия, его причины и факторы, анализирует его последствия для вовлеченных сторон и образовательного учреждения в целом. Особое внимание уделяется гендерному насилию. …
This call for action materials were prepared as a part of "16 Days of Activism Against Gender-Based Violence" campaign’s 2015 edition, coordinated by the Centre for Women’s Global Leadership at Rutgers University. An estimated 246 million girls and boys are harassed and abused in and around school every year. School-related gender-based violence (SRGBV) can take the form of psychological, physical and sexual violence against boys and girls in and around and while on the way to and from schools. …
This issue brief urges educators, advocates, and policymakers to take immediate, concrete steps to provide LGBTQ-inclusive sex education for all youth, by: 1) Becoming advocates for LGBTQ-inclusive sex education, 2) Ensuring that school is a safe and accepting space for LGBTQ students, 3) Implementing LGBTQ-inclusive sex education in schools, community settings and online, 4) Talking to their own children and teens about sex and sexuality, 5) Working to remove state-level legal and policy barriers to LGBTQ-inclusive sex education in schools and require inclusive programs.
À partir de résultats tirés d’une enquête par questionnaire auprès de 2747 élèves de l’école secondaire québécoise et d’entrevues auprès de jeunes s’identifiant comme lesbiennes, gais, bisexuel(le)s ou en questionnement (LGBQ) ou comme trans, cet article propose une réflexion sur les violences prenant pour cible l’expression de genre à l’école. Plus du tiers des élèves s’identifiant comme hétérosexuels rapportent avoir été victimes de violences parce qu’on pense qu’ils sont, ou parce qu’ils sont gais. C’est également le cas de plus des deux tiers des élèves LGBQ. …
This Policy aims to: 1. Foster a school environment that is inclusive, safe and free from harassment and discrimination for all members of the school community, students and adults, regardless of sex, sexual orientation, gender identity, gender expression and/or sex characteristics; 2. Promote the learning of human diversity that is inclusive of trans, gender variant and intersex students, thus promoting social awareness, acceptance and respect; 3. …
À partir de 22 entretiens et de 243 questionnaires d’enquête complétés par des enseignants du secondaire du Québec (Canada), cet article interroge l’existence de normes relatives au genre et à l’orientation sexuelle en milieu scolaire. Les résultats suggèrent que les pratiques professionnelles des enseignant(e)s, tant lesbiennes, gais et bisexuels (LGB) qu’hétérosexuel(le)s concernant l’homophobie et la diversité sexuelle sont influencées par ces normes. …
The overall aim of these procedures is to protect students from substance abuse in schools. In particular they aim: - To provide educational and care personnel with a practical tool that enables them to intervene in an appropriate manner when substance is found or used in schools. …
The objective of the current study is to explore the use of Rasch scaling technique to construct a Perceived School Disorder Index (PSDI) in order to see if there are ‘stages’ of evolution in a school climate. More specifically, the research questions for the current study are: Which items constitute the PSDI in Sub-Saharan African countries? What profile of behavioural problems are likely to emerge at different stages of the school climate? What were boys’ and girls’ learning outcomes at each stage of the school climate?
This report provides results from the SHPPS conducted in 2014. Following a detailed Methods section, 2014 results are presented in a series of 168 tables organized around the 10 components of the WSCC model. Tables 1.1 through 10.4 provide the percentage of schools or classes with certain policies and practices in place; these results are shown separately for each school level—elementary school, middle school, and high school. For each variable, the prevalence estimate is shown along with a 95% confidence interval. …
