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School-based interventions in reducing deaths from suicide and suicide attempts among young people

mhGAP; World Health Organization (2015) C_WHO

(New 2015) Scoping question: In school students aged 14-‐‑15 years, are school-‐‑based interventions effective in reducing deaths from suicide and suicide attempts compared to care-... more

Guidelines for School-based Deworming Programs

School Health Integrated Programming (SHIP) (2016) C1

Information for policy-makers and planners on conducting deworming as part of an integrated school health program

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Global School - based Student Health Survey Namibia 2004 Fact Sheet

Ministry of Health and Social Services (MOHSS) (2004) C_WHO

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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... more

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Improved school-based deworming coverage through intersectoral coordination - The Kenya Experience

World Health Organization WHO - Regional Office Africa (2013) C_WHO

A national faecal examination of 27 729 schoolchildren from 395 schools carried out in 2008 indicated that intestinal parasitic worms affected an estimated five million (56.8%) children in Kenya. Existing evidence shows that worm infections lead to reduced literacy levels due to impaired growth a... more

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Improved school-based deworming coverage through intersectoral coordination in Kenya

World Health Organization WHO (2013) C_WHO

This report outlines the coordination and partnership between two key ministries (Education and Public Health) in Kenya, other line ministries, the private sector, NGOs and the community in implementing the first phase of a sub-national school-... deworming exercise. The areas targeted included Coast, Central, Western, Nyanza and parts of Eastern provinces, covering over 45 districts in this first phase. The SBD programme is guided by the National School Health Policy and Guidelines launched in 2009. more

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Guidelines for initiating a school-based directly observed therapy program

New Jersey Medical School; National Tuberculosis Center (2017) C1

Accessed November 2017.

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Schistosomiasis risk factors based on the infection status among school-going children in the Ndumo area, uMkhanyakude district, South Africa

Kabuyaya, M.; KwaZulu-Natal, Chimbari, M. et al. (2019) CC

Schistosomiasis, commonly known as bilharzia, is an acute and chronic tropical disease caused by trematodes of the genus Schistosoma. The schistosome parasite is transmitted through a snail intermediate host with the human being the definitive host. Worldwide, schistosomiasis continues to cause a pu... more

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Integrating Sustainable Oral Health Services into Primary Care in School-Based Health Centers: A Framework

National Maternal & Child Oral Health Resource Center (2016) C1

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Efficacy of single versus four repeated doses of praziquantel against Schistosoma mansoni infection in school-aged children from Côte d'Ivoire based on Kato-Katz and POC-CCA: An open-label, randomised

Hoekstra P.T., Casacuberta-Partal M., van Lieshout L. et al (2020) C2

Preventive chemotherapy with praziquantel (PZQ) is the cornerstone of schistosomiasis control. However, a single dose of PZQ (40 mg/kg) does not cure all infections. Repeated doses of PZQ at short intervals might increase efficacy in terms of cure rate (CR) and intensity reduction rate (IRR). Here, ... more

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Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

Bakare, M.O., Ubochi, V.N., Ebigbo, P.O. and Orovwigho, A.O. Italian Journal of Pediatrics (2010) CC

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Serology-based tests for COVID-19
recommended

Johns Hopkins Bloomberg School of Public Health (2020) CC

This page serves to provide up to date information on serology tests that are in development or available for use. Importantly, many of these tests have been approved for research use only, which indicates that they are not yet approved for use as a public health diagnostic tool or for at-home diagn... more

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Evaluating the impact of a community–based parent training programme for children with Cerebral Palsy in Ghana

International Centre for Evidence in Disability (ICED); London School of Hygiene and Tropical Medicine (LSHTM) ; University of Malawi , et al. CBM (2017)

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Helping hands at school and in the community. Training guide

Holly Young War Trauma Foundation (2012)

Guidance for School-Based Psychosocial Programmes for Teachers, Parents and Children in Conflict and Postconflict Areas

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Community-Based Disaster Risk Reduction. STEP-BY-STEP Methodology

Myanmar Red Cross Society (2013) C1

The CBDRR Step-by-Step Methodology aims to guide the effective implementation of new community-based as well as school-based interventions implemen... more

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Community-Based Disaster Risk Reduction. STEP-BY-STEP Methodology (Burmese Version)

Myanmar Red Cross Society (2013) C1

The CBDRR Step-by-Step Methodology aims to guide the effective implementation of new community-based as well as school-based interventions implemen... more

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Area-Based Assessment with Key Informants - A Practical Guide

UN High Commissioner for Refugees, REACH Initiative (2019) C1

Much remains unknown about displaced communities in out-of-camp areas as identification constraints hinder knowledge on the overall situation and preeminent needs of an area. When compared to regularly monitored in-camp populations, less is known about the health, sanitation, livelihoods, food secur... more

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Best Practices for Engaging Community-Based Child Protection Mechanisms and Establishing Synergies with the Education Sector: Learning from Protracted Refugee Settings in Uganda and Rwanda

Child Protection in Crisis Save the Children (2013) CC

The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus on refugee education as a core component of UNHCR’s protection mandate. The right to education for all children also forms part of the Unit... more

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COVideo19: Bloomberg School Students Translate the Science

Johns Hopkins Bloomberg School of Public Health (2020) C2

April 15, 2020 COVideo19 is an initiative led by students and faculty at the Johns Hopkins Bloomberg School of Public Health aimed at disseminating science-based information about COVID19. We wan... 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

Serology-based tests for COVID-19 recommended

Serology-based tests for COVID-19
recommended