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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.
“It’s not normal” documents how female students are exposed to sexual exploitation, harassment, and abuse in middle and upper secondary schools. Based on interviews and focus group discussions with more than 160 girls and young women, the report documents cases of teachers who abuse their position of authority by sexually harassing girls and engage in sexual relations with them, promising students money, good grades, food, or items such as mobile phones and new clothes. …
The full GLSEN 2017 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: hearing biased language, from both students and educators; experiences of harassment and assault; anti-LGBTQ discrimination; effects of a hostile school climate on educational outcomes and psychological well-being; and the availability and utility of supportive school resources. This report also examines demographic and school differences in students’ experiences, as well as changes in school climate over time. …
This document is a report of a training workshop for School Health Education Programme (SHEP) coordinators at national, regional district and school levels and selected head teachers of basic schools. The purpose of the workshop was to provide participants with the skills, background and knowledge to build respect, tolerance and critical thinking among learners. In addition, the objective was to provide practical examples of how they can integrate diversity, anti-discrimination and gender equality activities into lesson planning and delivery.
This study contains new qualitative, global research and provides an analysis on the situation of young persons with disabilities concerning discrimination and gender-based violence, including the impact on their sexual and reproductive health and rights. It also provides an assessment of legal, policy and programming developments and specific good practices in service delivery as well as best-standard prevention and protection measures. …
Globally, half of students aged 13–15 experience peer-to-peer violence in and around school. This violence has short-term effects on their educational achievement and leaves a long-term impression on their futures. This report outlines the prevalence of violence in and around schools and highlights students’, partners’ and UNICEF efforts to #Endviolence in schools.
Under Title IX of the Education Amendments of 1972 and its implementing regulations, an institution that receives federal funds must ensure that no student suffers a deprivation of her or his access to educational opportunities on the basis of sex. The Department of Education intends to engage in rulemaking on the topic of schools’ Title IX responsibilities concerning complaints of sexual misconduct, including peer-on-peer sexual harassment and sexual violence. The Department will solicit input from stakeholders and the public during that rulemaking process. …
Ce livre est composé de témoignages, recueillis individuellement ou en groupe, et de principaux résultats d’enquêtes ayant permis d’interroger 47604 élèves âgés de 8 à 19 ans. Il s’attache à décrire la violence « ordinaire » en milieu scolaire, sa fréquence, ses caractéristiques et, la manière différenciée – ou non – dont elle touche les filles et les garçons.
The advice sets out what sexual violence and sexual harassment is, how to minimise the risk of it occurring and what to do when it does occur, or is alleged to have occurred. The advice highlights best practice and cross-references other advice, statutory guidance and the legal framework. It is for individual schools and colleges to develop their own policies and procedures. It is important that policies and procedures are developed in line with their legal obligations, including the Human Rights Act 1998 and the Equality Act 2010, especially the Public Sector Equality Duty. …
El acoso sexual es una forma de violencia de género que sólo de manera reciente ha comenzado a visibilizarse en las instituciones de educación superior chilenas. La falta de herramientas normativas para abordar cabalmente el problema y el constante interés público plantean la necesidad de que, en su autonomía, las instituciones tomen medidas para la prevención, atención a las víctimas y desarrollo de acciones para su completa erradicación. …
Par cette loi, le gouvernement est chargé de prendre toutes les mesures nécessaires de sensibilisation pour modifier les schémas et modèles de comportement socioculturel de l'homme et de la femme, en vue de parvenir à l'élimination des pratiques coutumières ou de tout autre type qui sont fondés sur l'idée de l'infériorité ou de la supériorité de l'un ou de l'autre sexe ou d'un rôle stéréotypé de l'homme ou de la femme.
This report aims to provide information about the concrete measures that all members states have taken to ensure inclusive education and to tackle discrimination on grounds of sexual orientation, gender identity and expression, and variations in sex characteristics. This research has been carried out by IGLYO in partnership with civil society organisations and education experts. It is intended to be a resource for governments to evaluate the current levels of inclusion within their own country, learn from good practice examples and build international commitment.
School-Related Gender-Based Violence (SRGBV) is a global phenomenon that has the potential for serious and significant effects on students’ well-being and performance. It is based on and reinforces gendered stereotypes present in society and includes a variety of behaviors, such as sexual violence and harassment, corporal punishment, and bullying. The impact of school violence on students’ health and psychological development has been well documented. However, research on the consequences of school violence on academic achievement in different contexts was not addressed until recent times. …
High levels of violence, shaped by a range of highly unequal social relations, have been a prominent feature of South Africa both historically, as well as post-democracy. However, this violence has not affected all equally. Women have been more likely than men to be held responsible for much of the violence inflicted upon them which has also not historically been regarded as criminal, or provided with effective legal remedies. This lack of legal and political recognition of violence towards women was addressed relatively soon following the first democratic elections in 1994. …
An 8 page leaflet explaining the background of the creation of the LGBTQI Inclusive Education Index by IGLYO to support national governments and civil society organisations within the Council of Europe to ensure the right to education for all.
