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Soil-transmitted helminth infections - Key Facts

World Health Organization WHO (2023) CC

Soil-transmitted helminth (STH) infections are among the most common infections worldwide with an estimated 1.5 billion infected people or 24% of the world’s population. These infections affect the poorest and most deprived communities with poor access to clean water, sanitation and hygiene in tro... more

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Schistosomiasis and soil-transmitted helminthiases: progress report, 2022

World Health Organization WHO (2023) C_WHO

Human schistosomiasis is caused mainly by 3 schistosome species: Schistosoma haematobium, S. mansoni and S. japonicum. S. guineensis, S. intercalatum and S. mekongi have a highly localized distribution in Central Africa and along the Mekong River in South-East Asia, respectively. Soil-transmitted h... more

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How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

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Normas mínimas para la educación: Preparación, Respuesta, Recuperación

Inter-Agency Network for Education in Emergencies (INEE) (2010) CC

The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education. The aim of th... more

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Normes Minimales pour l'éducation: préparation, interventions, relèvement

Inter-Agency Network for Education in Emergencies (INEE) (2010) CC

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Nicotine- and tobacco-free school guide 2023

World Health Organisation (WHO) (2023) C_WHO

Tobacco has negative implications for the environment, the economy and the health of both smokers and non-smokers. All people have a fundamental right to breathe clean air, and tobacco-free environments are essential to guaranteeing this right. This includes protection in outdoor spaces. Whether sit... more

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International Technical and Programmatic Guidance on Out-of-School Comprehensive Sexuality Education (CSE)

UNFPA; World Health Organization WHO, UNICEF; et al. (2020) C_WHO

An evidence-informed approach for non-formal, out-of-school CSE programmes that aims to reach young people from left-behind populations This guidance is intended to assist anyone designing and/or implementing CSE in out-of-school settings, especially in low- and middle-income countries. This includ... more

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COVID-19 in children and the role of school settings in COVID-19 transmission- first update

European Centre for Disease Prevention and Control ECDC (2020) C1

23 Dec 2020. The aim of this document is to provide an update on the knowledge surrounding the role of children in the transmission of SARS-CoV-2 and the role of schools in the COVID-19 pandemic, based on the experience in the EU from August–December, 2020. This document also addresses transmissio... more

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Schools for All Including disabled children in education

Save the Children (2002) C2

Experience from Save the Children and partners globally demonstrates that improvements in education quality go hand-in-hand with inclusion and access, Flexible, quality, responsive learning environments will benefit all children and are fundamental to including marginalised groups like disabled ... more

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COVID-19: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries

UN Children's Fund UNICEF (2020) C_UNICEF

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PTSD Symptoms in Children Age Six and Younger

Anxiety and Depression Association of America (ADAA) (2015) C2

Accessed Online January 2019

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Including Children with Disabilities in Primary School: The Case of Mashonaland, Zimbabwe

Marcella Deluca, Carlo Tramontano, Maria Kett Leonard Cheshire Disability and Inclusive Development Centre (2014) C2

Working Paper Series: No. 26

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“I Would Like To Go To School”. Barriers to Education for Children with Disabilities in Lebanon

Human Rights Watch (2018)

This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children with disabilities. For those allowed to enroll, schools often lack reasonable accommodations, such as modifications to the classroom envi... more

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Factors Associated with Stunting in Children under Age 2 in the Cambodia and Kenya 2014 Demographic and Health Surveys

Grace A. K. Ettyang & Caroline J. Sawe United States Agency for International Development (USAID) (2016) C2

DHS WORKING PAPERS 2016 No. 126 | DEMOGRAPHIC AND HEALTH SURVEYS

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Trends and Determinants of Malnutrition among Children Age 0-59 Months in Kenya (KDHS 1993, 1998, 2003, and 2008-09)

Masibo, Peninah K ICF International (2013) C2

DHS Working Papers No. 89

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Giving Vitamin A and Deworming to Children Under Age Five: Course for Service Providers Facilitator’sGuide

Vitamin Angels Vitamin Angels (2016) C1

This Course for Service Providers on how to give Vitamin A Supplementation and Deworming (VAS+D) uses both a Learner’sGuide and a Facilitator’s Guide. The Learner’s Guide is designed for participants in the course who are healthcare workers or trainers learning to deliver vitamin A and Albenda... more

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Mapping children with disabilities out of school. Webinar 5. Companion Technical Booklet

Mont, D. UNICEF (2014)

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Knowledge of Primary School Teachers in Identifying Children with Learning Disabilities

Shari Moothedath, Mysore Narasimha Vranda Disability, CBR & Inclusive Development Journal (DCIDJ) (2015) CC

This study explores the knowledge of primary school teachers in identifying children with learning disabilities.

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COVID-19: Water, sanitation and hygiene in schools - A safe return to schools for refugee children and youth

UN High Commissioner for Refugees UNHCR (2020) C1

This document presents the results of a survey assessing the WASH readiness of schools in UNHCR-supported refugee camps and refugee settlements. UNHCR and partners are using the results to improve water, sanitation and hygiene (WASH) COVID-19 mitigation measures in schools and design targeted improv... more

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Educational support for orphans and vulnerable children in primary schools: Challenges and interventions

T. Mwoma; J. Pillay Issues in Educational Research (2016) C2

Issues in Educational Research, 26(1), 2016