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This report brings together, for the first time: A global picture of the range of threats posed to schools and learning environments, from conflict, violent extremism and environmental disasters, to less commonly covered threats such as gang violence, bullying, school-based sexual abuse, and corporal punishment; New analysis indicating the scale of the challenge of delivering schools — from the countries worst affected, to the number of children and young people under threat, the impact these threats have their individual life chances, and wider implications of inaction for national and intern …
Violence in schools and amongst school children is widespread and impacts educational attainment, health and wellbeing. However, schools also provide opportunities for preventing violence, learning about gender equality and respectful relationships, and even reducing violence at home and in future relationships. …
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.
Au Tchad, les services sociaux de base sont faibles avec une disparité croissante entre les zones urbaines et rurales. Les plus récentes estimations de l’OMS et de l’UNICEF font état de 78% d’accès à l’eau potable pour le milieu urbain contre 32%, ce qui représente moins de la moitié en milieu rural. L’accès aux services d’assainissement est très limité avec seulement 3% de la population en milieu rural avec un accès à un assainissement de base et 82% qui pratique la défécation à l’air libre. Au niveau national, il s’agit de 68% de la population soit environ 9.5 millions.
Bullying is a serious issue in New Zealand schools. The most recent available international comparative studies from the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) make clear that we have one of the highest rates of bullying among Organisation for Economic Co-operation and Development (OECD) member countries. Experiencing bullying has a negative impact on student wellbeing and achievement at school and beyond. …
En 2018, 94 % des lycéens déclarent se sentir bien dans leur établissement. Ce taux est stable depuis 2011, quelle que soit la population interrogée (lycéens ou collégiens). Toutefois, l’indice de climat scolaire connaît une légère baisse qui est en partie due à une opinion un peu moins favorable pour les filles. Le recul des opinions positives se constate pour les questions relatives à la sécurité à l’extérieur du lycée. La nature des violences subies n’a pas changé : les vols de fournitures, les mises à l’écart et les surnoms désagréables sont toujours les atteintes les plus citées. …
Ce numéro spécial de la revue Éducation et formations s’intéresse au climat scolaire et au bien-être à l'école. Ces concepts y sont définis et discutés dans leurs multiples dimensions individuelles et collectives : goût pour l'école, satisfaction professionnelle, relations entre élèves, relations entre enseignants et élèves, rapport aux évaluations, sentiment de sécurité, etc. Ces dimensions sont confrontées aux caractéristiques des individus et des établissements. …
Prévention de l’homophobie et de la transphobie dans les collèges et les lycées
The purpose of the Protocol for the management and reporting of sexual abuse and harassment is to provide schools, districts and provinces with standard operating procedures for addressing allegations, and to specifically detail how schools must respond to reports of sexual abuse and harassment perpetrated against learners, educators and other school staff. Schools are mandated to assist victims of sexual abuse and harassment by following standard reporting procedures and through the provision of appropriate support to learners.
In this white paper we give an overview of the current state of sexuality education with a focus on Europe and developing countries. We start in chapter 1 with a short introduction on the definition of sexuality and sexuality education and will address several views on and approaches to sexuality education worldwide and the current international policy. We mainly focus on comprehensive sexuality education (CSE) in schools, although we realise that the scope of sexuality education is broader (for example community based interventions, online information, education by youth workers, etc.). …
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.
This synthesis report is informed by findings from four individually-developed country briefs on violence on the basis of SOGIE in schools in China, the Philippines, Thailand and Viet Nam. It aims to raise awareness and mobilize support for advocacy among educators, research institutions, policy makers and activists at the national and regional levels.
School-related violence in all its forms, including bullying, is an infringement of children’s and adolescents’ rights to education and health and well-being.
The World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) are responsible for monitoring global progress towards water, sanitation and hygiene (WASH) related Sustainable Development Goal (SDG) targets. The global effort to achieve sanitation and water for all by 2030 is extending beyond the household to include institutional settings, such as schools, healthcare facilities and workplaces. This joint report is the first comprehensive global assessment of WASH in schools and establishes a baseline for the Sustainable Development Goal (SDG) period.
The project set out to develop and pilot a survey tool, which second-level schools can use to evaluate the positivity of their school climate and culture in relation to attitudes towards difference and diversity, with specific reference to LGBT identity. It was envisaged that the tool would be particularly useful in preventing / dealing with homophobic and transphobic bullying.
