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UNESCO HIV and Health Education Clearinghouse

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  1. Teacher's guide to inclusive education

    The IGLYO Teacher’s Guide to Inclusive Education is a resource specifically aimed at teachers in primary and secondary schools across Europe. The Guide provides practical advice for teachers so that they can be more inclusive of all students, regardless of sexual orientation, gender identity or gender expression through a human rights-based approach.

  2. Four questions to ask as school governors

    This two-sided briefing paper lists the most important questions that governors should be asking head teachers. 1) How does our PSHE provision match up to Ofsted’s standards? 2) How does our curriculum prepare pupils for the opportunities, responsibilities and experiences of later life? Are pupils learning how to make good decisions when faced with risky situations? 3) Are drug-related incidents managed with confidence and consistency, and in the best interests of those involved? …

  3. Legal highs and novel psychoactive substances (NPS)

    The growing popularity of Novel Psychoactive Substances (NPS) is causing wide confusion among the public. This briefing paper is intended to provide basic information for teachers and practitioners willing to include these substances in their alcohol and drug education programme.

  4. Identifying and supporting children affected by parental substance use: resource for schools

    When schools and teachers think about ‘drugs’, they may often initially focus on incidents on school grounds and how to respond to them, students at risk of using substances, or perhaps about drug education. However, substance use can impact the lives of young people in many ways, especially if they are affected by problematic drug or alcohol use in their own homes. This resource aims to summarise the key issues for children affected by parental substance use, and how schools can consider supporting them. …

  5. Efficient needs assessment in schools

    An effective programme of alcohol and drug education needs to be tailored to meet pupils’ requirements and priorities, meaning that both pupils’ needs and learning processes must be regularly assessed. This paper outlines the different and complementary ways to make an assessment, exploring the following questions: Where should teachers begin? What is needs assessment within alcohol and drug education? How can needs assessment inform alcohol and drug education programme planning? …

  6. E-cigarettes and nicotine containing products (NCPs)

    Electronic cigarettes are battery-powered devices designed to deliver nicotine in a toxin-free vapour. These devices generally tend to simulate tobacco smoking. However, whilst many are designed and produced to look and feel like traditional cigarettes, others have different shapes and designs, and not all produce vapour. Whilst there is currently lack of clear information and regulation around e-cigarettes and non-licensed Nicotine Containing Products, this briefing paper sets out what schools need to know about these products, and their use among young people. …

  7. Early intervention and prevention

    This briefing paper is aimed at informing teachers and practitioners involved in the delivery of alcohol and drug education and prevention. In the paper the authors set out the importance of Early Intervention as a preventative measure that offers children and young people the necessary social and emotional skills to help them make more positive and informed life choices. This briefing paper is part of a series produced by Mentor ADEPIS on alcohol and drug education and prevention, for teachers and practitioners.

  8. Delivering alcohol and drug education: advice for teachers

    This briefing paper provides advice and tips for teachers and educators responsible for delivering alcohol and drug education. Questions for schools: 1. What are the key principles of alcohol and drug education? 2. How do we get ready to teach? 3. What teaching methods shall we use?

  9. UNFPA operational guidance for comprehensive sexuality education: a focus on human rights and gender

    The right of access to comprehensive sexuality education (CSE) is grounded in fundamental human rights and is a means to empower young people to protect their health, well-being and dignity. This Operational Guidance sets out UNFPA’s framework for CSE, which is one of five prongs to UNFPA’s Adolescent and Youth Strategy. …

  10. My big story book – learners and teachers tell their stories on living positively with HIV: a practical guide for teachers

    This Guide has been developed for all teachers, and supporters of learners and children in-school, who may either be infected with, or affected by, HIV. It can also be used by older children who are working with younger children in school settings, supporting them to cope with the effects of HIV, either in school, in their homes or in their communities. Learners ranging from age 7 – 17 years of age will benefit from My Big Story Book and therefore this Guide is relevant for anyone teaching or working with learners in this age group in schools. …

  11. Sexuality education: a guide for principals, boards of trustees, and teachers

    This guide is a revision of Sexuality Education: A guide for principals, boards of trustees, and teachers (2002). The guide will assist boards of trustees, principals, and teachers in all New Zealand state and state-integrated schools to comply with the requirements of the Education Act 1989 (as amended in 2001) to consult with the school community on the way in which the health curriculum should be implemented. …

  12. Achieving health promoting schools: Guidelines for promoting health in schools

    A considerable body of evidence has emerged in the last twenty years to inform governments, schools, non-government organisations (NGO’s), teachers, parents and students about effective school health programmes. School programmes that are integrated, holistic and strategic are more likely to produce better health and education outcomes than those which are mainly information-based and implemented only in the classroom. These Guidelines for Promoting Health in Schools identify the basic principles and components of this approach. …

  13. Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health educators

    The WHO Regional Office for Eastern Mediterranean conducted a situation analysis to assess the health education capacity, programmes and activities in Member States of the Region. The findings of the assessment showed a number of persisting challenges. These include access to and knowledge of up-to-date tools that can help educators engage in effective health education practice, and confusion about how health education can meaningfully contribute to the goals of health promotion. …

  14. Health club formation and management guide. HIV and AIDS eToolkit for teachers and schools in Swaziland

    This document focuses on health clubs, which consists of a group of students/pupils who: - Are determined to control and prevent the spread of HIV/AIDS through peer education, life skills education and sexual reproductive health; - Have decided to protect themselves from HIV/AIDS and help other people to do the same; - May be living positively with HIV/AIDS and are determined to encourage others to do the same; - Are determined to challenge prejudices and fears which stigmatize infected people; - Are prepared to help people to develop and practice understanding, support, and a sense of communi …

  15. How to reach young adolescents: A toolkit for educating 10 - 14 year olds on sexual and reproductive health

    This toolkit was designed to be used by implementors such as experienced programme staff from NGOs, government offices or private industries who want to implement an SRH project for 10-14 year olds enrolled in primary school. The project activities within the toolkit rely on the implementor creating a strong partnership with local schools and community leaders. The toolkit presents several overlapping approaches to increase young adolescents’ sexual and reproductive health knowledge and improve their sexual behaviours.

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