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UNESCO HIV and Health Education Clearinghouse

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  1. I would not consider myself a homophobe: Learning and teaching about sexual orientation in a principal preparation program

    Purpose: The purpose of this study is to analyze the written reflections of aspiring principals in two principal-preparation courses where social justice is at the core of the content and which address sexual orientation as part of the responsibility of a social justice leader. Data Collection: Two instructors in a leadership-preparation program incorporated reflection assignments into their respective social-justice-related courses. One course was offered at the beginning of the program; the other offered at the end. …

  2. Economic impact of HIV and antiretroviral therapy on education supply in high prevalence regions

    Background: We set out to estimate, for the three geographical regions with the highest HIV prevalence, (sub-Saharan Africa [SSA], the Caribbean and the Greater Mekong sub-region of East Asia), the human resource and economic impact of HIV on the supply of education from 2008 to 2015, the target date for the achievement of Education For All (EFA), contrasting the continuation of access to care, support and Antiretroviral therapy (ART) to the scenario of universal access. …

  3. An introduction to welcoming schools: an inclusive approach to addressing family diversity; gender stereotyping and name-calling in K-5 learning environments

    The Welcoming Schools Guide is a comprehensive resource that facilitates the creation of fully inclusive, respectful and supportive elementary school environments for all students and their families. …

  4. A teacher's guide to surviving anti-gay harassment

    The academic consequences of bullying are severe, not to mention the mental and physical well-being of targeted students and bystanders alike. Bullying is not a new phenomenon, of course, but neither is it an unalterable fact of childhood. School-wide anti-bullying projects, involving parents and non-teaching staff along with teachers and student leaders have been shown to reduce harassment by as much as fifty percent.

  5. Educators' beliefs about raising lesbian, gay, bisexual, and transgender issues in the schools: the experience in Ontario, Canada

    This study investigated the experiences of 132 LGBT and heterosexual teachers and school administrators in Ontario, Canada. Participants completed a survey that asked about their comfort addressing LGBT issues in the school setting, how safe they felt, how active they were, and their perceptions of barriers. There were few differences between the LGBT and heterosexual respondents. However, respondents whose school district had an anti-LGBT harassment policy felt more supported, comfortable, and protected. …

  6. A national study of LGBT educators' perceptions of their workplace climate

    This research provides important information on how to create climates where all educators feel safe, protected and valued within their schools. Ultimately, students will not excel to their full potential if all of their teachers do not feel safe and fully supported by their workplace environments. LGBT educators need then to work in as supportive a school climate as heterosexual educators. It is suspected they do not, but little quantitative evidence exists in the literature to know whether this is true. This study sought to fill this gap.

  7. School safety and violence prevention for lesbian, gay, bisexual and transgender students: a question and answer guide for California school officials and administrators

    This document provides guidance for the following questions: What are school districts' legal responsibilities under state and federal anti-discrimination laws? What are some examples of discrimination and harassment based on sexual orientation or gender identity? Why are these laws necessary? How to we make sure we comply with these laws? What steps does a school district need to take to ensure it has an effective anti-harassment policy? Is it necessary to include enumerated categories in the anti-harassment policy? …

  8. Just the facts about sexual orientation and youth: a primer for principals, educators, and school personnel

    The publication serves as a guide for school administrators who confront sensitive issues involving gay, lesbian and bisexual students. It is intended to help these professionals foster safe and healthy school environments, in which all students can achieve to the best of their ability. Just the Facts includes the most recent information from professional health organizations, as well as up-to-date information on the legal responsibility of school officials to protect students from anti-gay harassment.

  9. Back to school guide for creating LGBT inclusive environments

    The document provides a list of steps to take to ensure that your classroom or school is a safe and inclusive space for all students, regardless of sexual orientation, gender identity or gender expression.

  10. GALE toolkit working with schools 1.0: tools for school consultants, principals, teachers, students and parents to integrate adequate attention of lesbian, gay, bisexual and transgender topics in curricula and school policies

    The introduction of LGBT issues in schools is not the most obvious theme for schools. In most schools, sexuality in general and LGBT issues specifically are taboo and in many cases even forbidden. This kit aims to provide tools to help schools, school support institutions and LGBT activist organizations to deal with this subject. GALE and its partners have a great interest in working with schools. This is in the first place to make the school more accessible for all students and a better learning environment for LGBT students. …

  11. Health Advisory Committee toolkit

    To implement the education sector's comprehensive response to HIV, the Ministry of Education Jamaica, in its National Policy for the Management of HIV/AIDS in Schools, recommends that every school in Jamaica establish a Health Advisory Committee. This toolkit provides practical tips and tools to support schools and education administrators in planning and managing a workplan of HIV and AIDS prevention education activities for the entire school community.

  12. Step by step: a guide to HIV and AIDS policy development for the education sector. Caribbean Education Sector HIV and AIDS Capacity Building Programme

    This toolkit was developed to guide Ministries of Education, particularly in the Caribbean region, through the rapid policy development process towards a specific outcome: an effective HIV and AIDS policy for the education sector that is linked with an achievable implementation plan. The toolkit follows a clear four-step process: Step 1: Planning for policy development; Step 2: Developing the policy; Step 3: Implementing the policy; Step 4: Monitoring and evaluating the policy. …

  13. The response of the education sector in Jamaica to HIV and AIDS

    This study aims to assess the effectiveness of Jamaica's current and planned response to HIV and AIDS in the education sector, highlighting strengths and critical gaps. It outlines parameters for a strategic planning exercise that will develop an action plan for the period 2006-2010 for the education sector which in turn will contribute to the preparation of the National AIDS strategy for the same 5 year period. The report is based on data obtained through a review of documents, stakeholder interviews and field visits in Kingston, Browns Town and Ocho Rios. …

  14. The University of the West Indies policy on HIV/AIDS

    As with other communities, those in higher education must respond effectively to the epidemic of HIV infection. The University of the West Indies (UWI) accepts that HIV infection and AIDS can happen in any section of a community and that it is accountable to its community to do everything possible to prevent people from being infected and to limit the consequences of established infection.

  15. Response of the education sector in the Commonwealth Caribbean to the HIV/AIDS epidemic. A preliminary overview

    The intention of this note is to provide information on the education sector response to HIV/AIDS in the Caribbean, with particular reference to the concerns of the ILO for efforts to develop and apply workplace policies on HIV/AIDS in schools, training institutions and universities.

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