This report examines the need for, impact of and cost of fully investing in sexual and reproductive health care-services that together ensure people can decide whether and when to have children, experience safe pregnancy and delivery, have healthy newborns, and have a safe and satisfying sexual l
This report is one of a series of short reports presenting findings from baseline mixed-methods research as part of the Gender and Adolescence: Global Evidence (GAGE) longitudinal study (2015–2024).
This research was conducted in March and April 2020 to explore children and young people’s reflections and perceptions on the COVID-19 outbreak. This study was organised in response to the young people’s continued child activism in the face of personal challenges.
Educating girls has been argued to be a key contributor to a healthier and more affluent nation.
Using a sample of 1,211 households in Pakistan, the authors examine the effects of COVID-19 on three key domains: education, economic, and health-related. First, during school closures, 66 percent of surveyed households report not using technology for learning at all.
In this report, the authors examine new data collected from cisgender women in the United States on how they feel that the COVID-19 pandemic has influenced their SRH.
Improving student wellbeing and building resilience are crucial in preventing and reducing the impact of mental health problems. Schools play a vital role in promoting student wellbeing.
YTH worked with the Digital Trust Foundation and Vodafone Americas Foundation to explore the relationship that teens have with online privacy and safety.
In 2018, the Literacy Achievement and Retention Activity embarked on a longitudinal study to better understand how the Journeys intervention positively shifts its intermediate results and the related retention and learning outcomes.
The primary objective of the study is to evaluate the success of the Journeys intervention in improving school climate; shifting gender attitudes toward more gender equality; strengthening student’s social and emotional learning; and reducing the prevalence and extent that pupils experience bully