Exposure to adversity does not necessarily lead to the development of psychopathology in all affected children. This study examined the factors associated with resilience and vulnerability in mental health in the Gaza Strip in 2007.

This policy brief, part of Save the Children's Rewrite the Future campaign, looks at the following aspects of attacks on schools: schools under attack; contravening international law; education as an investment in peace; and call to action.

Against this background, IIEP-UNESCO undertook a wide range of studies on capacity development for achieving EFA. The focus is on educational planning and management because stronger capacities in these areas may have an important spill-over effect on the system as a whole.

The presence of Israeli military within Palestinian territories has had and continues to have negative effects on Palestinian education. School closures, curfews and checkpoints limit the ability of students and faculty to access education. Higher education has especially been targeted by these restrictions.

The International Rescue Committee established the Child and Youth Protection and Development (CYPD) technical unit in 1997 in order to strengthen its ability to respond to the complex needs of children and youth in conflict and post-conflict settings.

The main objectives of this Operational Guide are to generate knowledge, guide analytical and technical work, and facilitate policy dialogue and decision making. The document aims to serve policy makers, planning officers, and development partners.

This study explored the special needs of HIV-positive young people in primary and secondary schools in Uganda and identified possible responses by the education sector to these needs.

In many countries of the world, large numbers of children start school, only to find their teachers are speaking to them in a language they don't understand. In other places, teachers start by communicating with children in their own language, but as soon as written words and numbers are introduced, teachers use a language children don't understand.

These guidelines have been prepared to help countries successfully design a teacher code of conduct (or review an existing one) and put in place the appropriate mechanisms to ensure its proper dissemination, application, and monitoring at all levels of the system.

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments, Specialized Booklet 3. Teaching Children with Disabilities in Inclusive Settings The UNESCO publication Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments (ILFE) offers a holistic, practical means to make schools and classrooms more inclusive, learning-friendly and gender-sensitive.