This systematic review protocol outlines the background, methodology and inclusion and exclusion criteria for a systematic review of how effective are school-based wellbeing interventions for improving the academic and non-academic outcomes of children and young people in mainstream schools?
UNFPA-ESARO contracted with an independent consultant to review the existing literature relating to adolescent rites of passage and initiation ceremonies in four countries in Southern Africa (Malawi, Eswatini, South Africa and Zambia), to assess the impacts of these rites on young people in those
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.
Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being.
This desk review examines the available evidence on the extent to which digital content can influence knowledge, attitudes and practices of adolescents and young people (aged 10–24 years), and looks at the potential for digital spaces to be used to add value to the delivery of comprehensive sexua
This document offers a needs analysis of the opportunities in Europe to integrate quality criteria for antibullying policies in secondary schools and in quality frameworks for the education sector.
This publication is a collection of exemplary designs for group washing facilities. It is intended as an introduction to the topic and the concept of group handwashing, as well as the principles and the basic requirements for facilities.
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls.
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings.
Violence against women and girls (VAWG) is preventable. Over the last two decades, VAWG prevention practitioners and researchers have been developing and testing interventions to stop violence from occurring, in addition to mitigating its consequences.