This Handbook is primarily for educators, to help them learn about mental health issues and better support them in educational environments. The Handbook aims to provide training to teachers, administrators, and people involved in the education of primary school children about the implementation of ...mental health literacy into daily school life. Such knowledge, skills and attitudes will equip all levels of educators with key tools to support student mental health, manage difficult classroom behavior, and promote students’ wellbeing and academic success.
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Every day, schools engage in numerous activities that help promote the health and well-being of students, families, and communities. There is clear evidence of the benefits of the health-promoting schools (HPS) approach, not only for improving overall health outcomes (physical, mental, and social) i...n the educational community but also for achieving better learning outcomes. The closure of schools during the COVID-19 pandemic highlighted these benefits, as well as the close links between health, wellness, and education.
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The development of water, sanitation and hygiene (WASH) in schools guidelines for TimorLeste is a landmark moment in our quest to make every school child-friendly – a place where every child can learn, play and grow with pride and dignity. The overarching goal is to improve health, boost education... achievement and promote gender equity in our schools.
The guidelines set clear levels of acceptable standards for water supply, provision of sanitation facilities and hygiene promotion in schools and provide a common framework and policy direction for all sub-sector actors. Therefore, all implementing agencies, managers, planners, architects, water and sanitation technicians, teaching staff, school directors, school boards, district WASH committees, local authorities and other relevant bodies should consult these guidelines, when making implementation plans.
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The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important... to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.
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This guidance document is meant to support practitioners working in disaster prone contexts to develop and implement more effective integrated resilience programming. It promotes programming that cuts across different fields of work like rights awareness, food security, emergency preparedness, livel...ihoods, education, health etc. whilst at the same time encouraging us to work simultaneously at the individual, household, community and national level. It includes specific recommendations for developing resilience programming for communities prone to floods, cyclone, drought and earthquakes. It also includes recommendations to develop safe school programming to help reduce the impact of disasters on school infrastructure, ensure education continuity and build the resilience of students, teachers and their families.
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This set of competencies reflects foundational climate and health knowledge, skills, abilities, and attitudes for health professions students to mitigate the health impacts of climate change. Intended as a guide for developing climate and health education in health professions schools’ curricula, ...the set can be applied as needed and included in a variety of formats and over different timescales, such as in slides over several years of teaching, a series of lectures, or an entire course. The set of competencies offers an overview 2 of the different domains, units, and elements of competency recommended for all health professions students, as well as specific competencies for public health and clinical practices.
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This paper provides a very good understanding of the CHAST approach with its development and tools.
The Youth Health and Development Programme Government of the Republic of Namibia and UNICEF Programme of Cooperation 1997-2001
Extra Curricular Life Skills Training Manual For Adolescents 13 to 18 Years of Age
“Protecting Our Peers From HIV Infection”
The Youth Health and Development Programme Government of the Republic of Namibia and UNICEF Programme of Cooperation 1997-2001
November 1999
An interactive lesson about Ebola. Covers a wide range of topics. Aimed at communities and schools. Best viewed via DVD (available from TME website), but see link provided.
This lesson is available in two formats – our classic interactive DVD, or a new online viewable format, TMElite. Both have ...versions translated into English, French, Krio and Runyankole (Hausa and Yoruba on their way).
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Volunteer community health workers (CHWs) are a major strategy for increasing access to and coverage of basic health interventions. Our village health worker training course reviews the process of training and continuing education of CHWs as an important component of involving communities in their o...wn health service delivery. Participants will be guided through the steps of planning training and continuing education activities for village volunteers.
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The Planetary Health Report Card is a student-driven, metric-based initiative to inspire planetary health and sustainable healthcare education engagement in medical schools. In addition to inspiring expansion of medical school curricula, we hope to inspire medical schools to expand research efforts,... engage with communities most affected by climate change and environmental injustice, support passionate medical students who are trying to organize around planetary health at the institutional level, and implement sustainable practices. A set of metrics in these five category areas allows students and faculty to conduct a needs assessment at their medical school.
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School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
School Nutrition Education Material for Teachers, Parents, and School-Aged Children is a set of nutrition education materials developed by the World Food Programme with the Ministry of Education, Culture, Research, and Technology and UNICEF
For those passionate about advancing public health education in their medical schools