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Working towards School Safety

Myanmar Red Cross Society (2018) C1

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Handbook for a School-based Risk Reduction Initiative

International Federation of Red Cross and Red Crescent Societies (IFRC) (2015) C1

This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for stud... more

Five Keys to Food Safety

World Food Programme (WPF) World Food Programme (WPF) (2022) CC

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, Cu... more

Protecting Kids: Mpox Guidelines for Schools

Africa CDC (2024) C_CDC

The safety of children is a top concern for parents and school authorities in the current mpox outbreak, as those under 15 face elevated risks, particularly in the hardesthit Northwestern and Easte... more

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Prevalence of TB/HIV Co-Infection in Countries Except China: A Systematic Review and Meta-Analysis

J. Gao; P. Zheng; Hua Fu PLOS One; PMC (2013) CC

School of Public Health, Fudan University, Key Laboratory of Public Health Safety, Ministry of Education, Shanghai, China PLOS ONE | www.plosone.org 1, May 2013 | Volume 8 | Issue 5 | e64915

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Psychological first aid for schools: Field operations guide, 2nd Edition

Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J. National Child Traumatic Stress Network (NCTSN) & National Center for PTSD (2012) C2

National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, n... more

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Preparing for disasters: Typhoon and Cyclone

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012) C1

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for typhoon and cyclone.

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Preparing for disasters: Typhoon and Cyclone (Burmese Version)

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012) C1

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for typhoon and cyclone.

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Preparing for disasters: Typhoon and Cyclone (Thai Version)

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012)

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for typhoon and cyclone.

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Preparing for disasters: Typhoon and Cyclone (Khmer Version)

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012) C1

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for typhoon and cyclone.

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Preparing for disasters: Tsunami

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012) C1

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for tsunami
Original file: 17 MB

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Preparing for disasters: Tsunami (Thai Version)

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012) C1

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for tsunami

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Preparing for disasters: Tsunami (Burmese Version)

International Federation of Red Cross and Red Crescent Societies (IFRC) (2012) C1

A road to resilience in Southeast Asia
This comic book is a children-friendly tool to support school safety, to raise awareness and preparedness for tsunami

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‘ELIMU KWANZA!’ - A Brighter Future for the Children of DRC Safe Education for Internally Displaced Children in the Democratic Republic of Congo

War Child Holland War Child Holland (2014) C1

Prioritise education in conflict-affected areas: Across the world 28 million1 primary school-age children living in conflict-affected countries are out-of-school, and they form half of the world�... more

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Mental health and psychosocial support during COVID-19

World Health Organization WHO (2020) C_WHO

Hundreds of millions of people worldwide are required to stay at home to protect themselves and prevent the spread of the disease, including young people. Children have been out of school and as a result, many of them may be spending more time on sc... 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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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

Facilitator's Guide: The Secret Power of Balanced Nutrition

World Food Programme (WPF) World Food Programme (WPF) (2022) CC

Save to learn during COVID-19: Recommendations to prevent and respond to violence against children in all learning environments

UNICEF (2020) C_UNICEF

Many children will not be ‘safe to learn at home’: As of April 2020, 91 percent of the world’s students have been affected by school closures due to COVID-19. While schools are often places where violence occurs, they also offer a comparativel... more

Triguna Makanan Three Functions of Food

World Food Programme (WPF) World Food Programme (WPF) (2022) CC

The document focuses on promoting balanced nutrition through educational materials targeting school-aged children, parents, and teachers. It emphasizes three key functions of food—energy, growth, and regulation—and provides interactive tools, in... more