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UNESCO HIV and Health Education Clearinghouse

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  1. What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people’s views and experiences

    Objectives: Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. Design: Synthesis of qualitative studies of young people's views of their school-based SRE. Setting: Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. …

  2. School report Cymru: the experiences of lesbian, gay, bi and trans young people in Wales’ schools in 2017

    In 2016 Stonewall commissioned the Centre for Family Research at the University of Cambridge to conduct a survey with young people who are lesbian, gay, bi or trans (or think they might be) on their experiences in secondary schools and colleges across Britain. Between November 2016 and February 2017, 3,713 LGBT young people aged between 11-19, including 267 living in Wales, completed an online questionnaire. This report represents the responses of these participants living in Wales. …

  3. Draft Declaration: Partnerships for the health and well-being of our young and future generations and Draft Regional Framework

    The Declaration calls the Member States, civil society and international organizations to act urgently to address health inequalities and improve the social and economic determinants of health. The Declaration explicitly recognized the role of schools and preschools in promoting health and well-being for all children and adolescents. It acknowledged that inclusive and equitable education is a key determinant of their health and well-being. …

  4. Thematic paper 2: Schools and pre-schools promoting health and well-being for all children and adolescents

    This thematic paper on schools and pre-schools promoting health and well-being for all children and adolescents was produced to support and inform discussion at the high-level conference in Paris. …

  5. Compendium of case studies: partnerships for the health and well-being of our young and future generations

    This compendium of case studies and case stories has been compiled to demonstrate examples of cooperation between (1) the health and education sectors and (2) the health and social sectors within the WHO European Region. The purpose of the compendium is to serve as a tool to support countries in implementing appropriate intersectoral policies and interventions to improve the health and well-being of children and adolescents and mitigate health inequalities among children. …

  6. Growing up unequal: gender and socioeconomic differences in young people’s health and well-being. Health Behaviour in School-Aged Children (HBSC) study: international report from the 2013/2014 survey

    Health Behaviour in School-aged Children (HBSC), a WHO collaborative cross-national study, has provided information about the health, well-being, social environment and health behaviour of 11-, 13- and 15-year-old boys and girls for over 30 years. This latest international report from the study presents findings from the 2013/2014 survey, which collected data from almost 220 000 young people in 42 countries in Europe and North America. …

  7. Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs: a guide for school staff

    A recent report from NatCen found that schools lack confidence in dealing with homophobic, biphobic and transphobic bullying, are unsure how to address it and feel under-resourced. Anti-Bullying Alliance (ABA) and Education Action Challenging Homophobia (EACH) are working closely together with schools in urban and rural areas across the West of England: building their capacity to challenge and prevent homophobic, biphobic and transphobic bullying. …

  8. A young peer trainer's guide to provide sexual health and drug-related harm reduction education

    This guide is the result of a series of workshops conducted in 2009 and 2010 by young people in Romania, India, Mexico and Canada. During these workshops, the authors identified gaps in the information young people have regarding sexual health and drug use. They also identified the best ways to talk about drug use and sexual health among young peers. This guide provides information, practical activities, and resources to facilitate youth-led peer trainings. …

  9. HIV in schools: a good practice guide to supporting children living with and affected by HIV

    Schools are an important part of a child's life and provide a supportive, caring environment. Yet still in 2015, the reactions of staff, parent/carers or pupils, to a child who is living with or affected by HIV, have in some cases led to the child feeling unable to remain at that school. This guidance by Magda Conway is an update of the comprehensive resource published by NCB in 2005, and a collaboration between the Children's HIV Association (CHIVA) and NCB. …

  10. Existing strategies for HIV/AIDS prevention in Bulgaria, Latvia, Sierra Leone, Slovenia and Uganda: report

    The ultimate aim of this report is to research the situation in the partner countries in the frame of “Youth e-collaboration in HIV/AIDS prevention”, namely Bulgaria, Latvia, Sierra Leone, Slovenia and Uganda, as regards the topic of HIV/AIDS prevention. The report’s main focus is the existing strategies for HIV/AIDS prevention in the above mentioned countries. The report combines: 1. Findings from implemented survey within youth workers, youth leaders and young trainers working in the field of HIV/AIDS prevention among young people. 2. …

  11. Being LGBT in school: a resource for post-primary schools to prevent homophobic and transphobic bullying and support LGBT students

    This resource is intended to provide support to key individuals as they fulfil their responsibilities in ensuring that their school is safe, supportive and affirming of all students, including lesbian, gay, bisexual and transgender (LGBT) students, students perceived to be LGBT and students who have close family members (parents, siblings, etc.) who are LGBT.

  12. Embracing diversity and ending bullying: How shared stories can bring an end to homophobic, biphobic and transphobic bullying in schools!

    In January 2015, DRM commissioned a study to show both impact and outcomes of its programme for future development and to improve its data collection methods. The research specifically looked at DRM’s workshops in secondary schools and the impact of homophobia on young people. This report provides a brief summary of the headline findings and recommendations.

  13. Compendium on young people’s SRHR policies in Europe: Sexual Awareness for Europe (SAFE II)

    A policy assessment tool on young people’s sexual and reproductive health and rights (SRHR) policies was designed by the Irish Family Planning Association (IFPA) and the International Planned Parenthood Federation European Network (IPPF EN) and completed by 18 IPPF EN Member Associations (MAs) across Europe in 2010 and 2012. …

  14. Trans, gender variant and intersex students in schools: policy

    This Policy aims to: 1. Foster a school environment that is inclusive, safe and free from harassment and discrimination for all members of the school community, students and adults, regardless of sex, sexual orientation, gender identity, gender expression and/or sex characteristics; 2. Promote the learning of human diversity that is inclusive of trans, gender variant and intersex students, thus promoting social awareness, acceptance and respect; 3. …

  15. National policy: tackling substance abuse

    The overall aim of these procedures is to protect students from substance abuse in schools. In particular they aim: - To provide educational and care personnel with a practical tool that enables them to intervene in an appropriate manner when substance is found or used in schools. …

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