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This is statutory guidance from the Department for Education issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the Non-Maintained Special Schools (England) Regulations 2015. Schools and colleges in England must have regard to it when carrying out their duties to safeguard and promote the welfare of children.
This study fostered the prevention of, and strengthened response to, school-related gender-based violence (SRGBV) in South African schools, by adapting an effective, adult-centric, community-based GBV prevention— the Zero Tolerance Village Alliance—to help mitigate SRGBV among children in secondary school. This adapted, child-centric version—the ‘Zero Tolerance School Alliance” (ZTSA)—was implemented in 2016 and 2017 in one public secondary school in Vhembe district, Limpopo province, South Africa.
The relationship between feeling safe in school and academic achievement differs between boys and girls, and also varies between countries. Educational policymakers are advised to carefully analyze the complex interplay between gender, grade level and national contexts when developing strategies to enhance school safety.
Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment. With the introduction of Universal Primary Education (UPE) and the Universal Secondary Education (USE), the Government of Uganda has greatly improved primary and secondary school enrolment for both girls and boys including those with disabilities. For these programmes to be effective, children need to access quality education in a safe learning environment. …
Personal Social Health and Economic (PSHE) education is a non-statutory school subject designed to facilitate the delivery of a number of key competencies relevant to health, safety and wellbeing. As well as contributing to learning objectives in regards to these topics PSHE education has been ascribed with weighty expectations for outcomes well beyond the classroom relating to physical, mental, sexual and emotional health and safety. …
This article provides a conceptual framework and points out the key elements for creating enabling environments for adolescent sexual and reproductive health (ASRH). An ecological framework is applied to organize the key elements of enabling environments for ASRH. At the individual level, strategies that are being implemented and seem promising are those that empower girls, build their individual assets, and create safe spaces. …
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. …
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. …
This webinar explored tools and approaches for preventing, measuring, monitoring and responding to school-related gender-based violence, based on evidence and country experience.
The national coalition was established to deliver on the vision of the Australian Government’s National Safe Schools Framework which aims to build safe school communities where diversity is valued, the risk from all types of harm is minimised and all members of the community feel respected, included and supported. Building on the original 2003 Framework, the revised Framework was endorsed by all ministers for education in December 2010. …
This document provides an in-depth look at the current landscape of bias and peer victimization as reported by students and teachers from across the nation. In addition to examining various types of bias, including those based on race/ethnicity, religion, body size, and ability, this report provides a focused look at LGBTQ issues in secondary schools. Comparing findings to a similar survey conducted in 2005, the report discusses the progress that has been made over the past ten years, as well as highlights the challenges that remain. …
Girls are vulnerable to HIV in part because the social systems in which they live have failed to protect them. This study evaluates a program aimed at making schools safe for girl learners in order to reduce girls’ vulnerability to HIV in Botswana, Malawi, and Mozambique. In addition to an extensive process evaluation with school personnel program participants, program facilitators, and community members, a cross-sectional post-intervention survey was conducted among adolescent girls in the three countries. The total sample size was 1249 adolescent girls (ages 11–18). …
Educational institutions are places where learners, regardless of their age, gender, ethnicity, religion and sexual orientation, are expected to be safe. They are also spaces with a huge potential to create social change.
This strategy builds on UNESCO’s longstanding commitment to strengthen the links between education and health, reflecting international recognition that a more comprehensive approach to school health and coordinated action across sectors is needed. As stated in the 2015 Incheon Declaration, education develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges. …
