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UNESCO HIV and Health Education Clearinghouse

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  1. Health promotion for sexual and reproductive health and HIV: strategic action plan, 2016 to 2019

    This strategic action plan sets out Public Health England’s (PHE) approach to improving the public’s sexual and reproductive health and reversing the HIV epidemic. PHE will use its expertise to enhance data and surveillance; to build on the evidence base for commissioning effective interventions; and to lead and support local, regional and national partners in the implementation of evidence-based public health interventions across the system.

  2. Drug prevention programmes in schools: what is the evidence?

    Key messages: Universal drug education programmes in schools have been shown to have an impact on the most common substances used by young people: alcohol, tobacco and cannabis. The approaches which appear to be most effective are those based on social influences and life skills, for example Life Skills Training and Unplugged. Interventions which are not drug-specific but focus on children and young people’s attachment to school can also be effective in reducing substance misuse. The Good Behaviour Game is one example of these. …

  3. Anti-bullying procedures for primary and post primary schools

    The purpose of these procedures is to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere. These procedures apply to all recognised primary and post primary schools and to centres for education (as defined in the Education Act 1998) which are attended by pupils under the age of 18 years.

  4. Feasibility trial of a film-based educational intervention for increasing boys’ and girls’ intentions to avoid teenage pregnancy: Study protocol

    The World Health Organisation, amongst others, recognises that adolescent men have a vital yet neglected role in reducing teenage pregnancies and that there is a pressing need for educational interventions designed especially for them. This study seeks to fill this gap by determining the feasibility of conducting an effectiveness trial of the If I Were Jack intervention in post-primary schools. This 4-week intervention aims to increase teenagers’ intentions to avoid unintended pregnancy and addresses gender inequalities in sex education by explicitly focusing on young men. …

  5. Guidelines: Substance abuse prevention programmes and interventions in state schools​

    Choosing the best approach to drug education is a key task for all stakeholders in the field of prevention. This proposal aims to reduce repetition and minimize class disruptions whilst ensuring that effective drug prevention programmes are in place. The proposal also aims to give clear guidelines on how the different stakeholders can complement each other’s interventions within a school setting. Prevention programmes provide practical tools to educate children and young persons about substance abuse. …

  6. Cost analysis of school-based sexuality education programs in six countries

    Policy-makers who are making decisions on sexuality education programs face important economic questions: what are the costs of developing sexuality education programs; and what are the costs of implementing and scaling them up? This study responds to these questions by assessing the costs of six school-based sexuality education programs (Nigeria, Kenya, Indonesia, India, Estonia and the Netherlands). Cost analyses were carried out in schools that were fully implementing a SE program, as this best reflects the resources needed to run an effective program. …

  7. Awareness and knowledge of sexually transmitted diseases (STDs) among school-going adolescents in Europe: a systematic review of published literature

    This systematic review looks at levels of STI awareness, knowledge and perceived risk of school-going adolescents in Europe. Fifteen studies were included, all of which cross-sectional and conducted among 13 to 20 year olds. Awareness and knowledge varied depending on gender. Awareness on HIV/AIDS was high (over 90%) but low for HPV (5.4%-66%). While knowledge that condoms protect against STIs was high, adolescents viewed it as an interim contraception method before using the pill. In this study, knowledge did not translate into safer sex behavior change. …

  8. Safe for all: a best practice guide to prevent homophobic bullying in secondary schools

    Bullying related to sexual orientation is now recognised as a serious issue with which schools should engage. This guide is intended for governors, school staff or other professionals who want to prevent or challenge homophobic bullying in secondary schools. Evidence increasingly suggests that attention to the physical and emotional well-being of pupils (including helping those who are bullied or who bully) can and does lead to more effective schools and raised academic attainment. …

  9. Young people's experiences of HIV and AIDS education

    The Sex Education Forum is a unique collaboration of diverse organisations representing children, parents, faith, disability, health and education. We believe thatáall children and young people are entitled to high quality sex and relationships education (SRE), which includes learning about HIV and AIDS. The House of Lords began an ad-hoc Select Committee on HIV and AIDS in the United Kingdom in January 2011 and is due to report in July 2011. One of the things the committee is investigating is whether education about HIV and AIDS is adequate and how to improve it. …

  10. Evolving Men: Initial Results from the International Men and Gender Equality Survey (IMAGES)

    This report summarizes multi-country findings from the International Men and Gender Equality Survey (IMAGES), a comprehensive household questionnaire on men's attitudes and practices - along with women's opinions and reports of men's practices - on a wide variety of topics related to gender equality. From 2009 to 2010, household surveys were administered to more than 8,000 men and 3,500 women ages 18 to 59 in Brazil, Chile, Croatia, India, Mexico and Rwanda. …

  11. Standards for sexuality education in Europe: a framework for policy makers, educational and health authorities and specialists

    This document presents recommended Standards for sexuality education. The Standards indicate what children and young people at different ages should know and understand, what situations or challenges they should be able to handle at those ages, and which values and attitudes they need to develop; all of this so that they can develop in a satisfactory, positive and healthy manner as regards their sexuality. This document can be used for advocacy as well as for the development or upgrading of curriculums at different levels of education.

  12. A guide to developing materials on HIV/AIDS and STIs

    This guide was created within the framework of an HIV & AIDS project implemented in Georgia. It offers step-by-step guidelines for developing educational materials on HIV & AIDS and STIs that are based on effective behaviour change communication. It focuses on the necessity to adapt communication to different audiences, notably by involving target populations in the development process of the materials. …

  13. How to bridge the gap between us? Gender and sexual safety

    This booklet aims to provoke discussions about gender issues; to stimulate questions about attitudes of men and women and to provide some practical information about some aspects of sexual safety that is required for today's young people to live 'safer tomorrows.' It was written by teenagers for teenagers, aged 15 to 17, from Russian and Estonian schools in Estonia, who took part in workshops run by "Living for Tomorrow" (a pilot action/research project of the Nordic Institute for Women's Studies and Gender Research). …

  14. UNESCO's strategy for responding to HIV and AIDS

    As the UN specialised agency for education, UNESCO supports lifelong learning that builds and maintains essential skills, competencies, knowledge, behaviours and attitudes. This includes learning in formal educational settings; through non-formal educational activities; and through informal education. …

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