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SRSG on children and armed conflict: Annual report 2011, para. 53
- Paragraph text
- At the start of any conflict, community leaders should be persuaded to make a special effort to negotiate with parties to ensure that schools are designated as “zones of peace” and are not the targets of attacks or use by military forces or armed groups. In this way, children will be free to pursue their education without abuse or violence. Community-based action to protect schools is another way in which to ensure that children are safe. Maintaining a degree of normalcy in the lives of children during conflict, through the continuation of schooling, sustains their development, while protecting them from recruitment by armed actors.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on children and armed conflict: Annual report 2013, para. 79
- Paragraph text
- To follow up on these important advances, the Office of the Special Representative, in cooperation with partners, is preparing guidance for the field on monitoring and reporting on attacks on educational and health-care facilities and plans to have dialogue with parties to conflict to halt and prevent such violations. A collaborative effort between United Nations peacekeeping and political missions in the field, as well as other United Nations entities, including UNICEF, the United Nations Educational, Scientific and Cultural Organization and the World Health Organization, will be essential in strengthening and disseminating good practices for mitigating the effects of conflict on children's education and health care.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2013
Paragraph
SRSG on children and armed conflict: Annual report 2013, para. 80
- Paragraph text
- During the reporting period, notable progress was made in devising and reinforcing protective measures to ensure education in times of conflict. The Global Coalition to Protect Education from Attack, created in 2010 and composed of United Nations entities and non-governmental organizations, spearheaded the development of draft guidelines for protecting schools and universities from military use during armed conflict, also known as the Lucens guidelines. The initiative, which results from broad consultations among military experts, child protection actors, education specialists and international humanitarian and human rights lawyers, is aimed at enhancing knowledge and understanding, as well as improving the monitoring and reporting of attacks on schools. It also served to advocate for the development of clear international norms on the interaction of military forces with schools and schoolchildren. The Special Representative strongly encourages Member States to support this process at both the technical and strategic levels and to promote concrete changes in national policies and legislation, as well as the inclusion of the guidelines in military doctrine, manuals and training.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2013
Paragraph
SRSG on children and armed conflict: Annual report 2013, para. 14
- Paragraph text
- Attacks on schools, hospitals, teachers, schoolchildren and medical personnel in situations of conflict remain widespread and alarming. Access to education and health care continues to be disrupted by the damage or destruction resulting from targeted attacks on schools and medical facilities and by the use of explosive weapons. Many schools and hospitals are looted by armed groups, used as barracks, operational centres and detention sites, including by governmental forces. Access to education is also hampered, as schools are targeted by armed groups as places for the indoctrination and recruitment of children. In some cases, extremist armed groups also interfere in school programmes. Teachers and medical personnel are often threatened or become victims of targeted killings and abductions. Girls' access to education is particularly affected by all forms of attack on schools.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Violence
- Person(s) affected
- Children
- Girls
- Year
- 2013
Paragraph
SRSG on children and armed conflict: Annual report 2013, para. 15
- Paragraph text
- Schools remain at the heart of armed conflict in many countries around the world. The use of schools for military purposes by armed forces and groups continues to put schoolchildren at risk of attack and hampers children's access to education. Schools are often being used as military barracks, weapon storage areas, command centres, detention and interrogation sites, firing and observation positions and training grounds for combatants, as well as serving as recruiting grounds for children. This practice not only results in reduced enrolment, high dropout rates and overcrowding of schools, but also changes the civilian nature of schools and may lead to the perception of schools as legitimate targets for attack. Even when children are evacuated from schools used by military forces, their right to an education under international human rights law is compromised. In some situations, as a direct result of the military use of schools, children have been injured or killed and schools have been damaged or destroyed in targeted attacks and by the indiscriminate use of weapons.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2013
Paragraph
SRSG on children and armed conflict: Annual report 2015, para. 34
- Paragraph text
- The burdensome process of rebuilding and reopening schools and restoring a community's trust in their safety often leaves children without education for months or even years. In that regard, the Special Representative underlines the importance of targeted initiatives, such as the Secretary-General's Global Education First Initiative, the "No Lost Generation" initiative by the United Nations and its partners in the Syrian Arab Republic, the planned data hub project on global attacks on education by Protect Education in Insecurity and Conflict, which will be publicly available for advocacy use, and the European Union Children of Peace initiative. Children growing up in the absence of health care or education will have an impact on a society's potential for development and peace for many years after a conflict has ended. Ensuring access to education and health care, in particular during times of war, must be a priority so as to better protect children from the impact of armed conflict.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2015
Paragraph
SRSG on children and armed conflict: Annual report 2016, para. 26
- Paragraph text
- The Special Representative welcomes the international community’s increasing attention to the issue of the military use of schools, in particular with the adoption, at a conference held in Oslo on 28 and 29 May 2015, of the Safe Schools Declaration. In that regard, the Special Representative highlights the May 2014 guidance note entitled “Protect schools and hospitals: end attacks on education and health care”, prepared jointly by the Office of the Special Representative and other entities of the United Nations system. The guidance note includes a draft operational strategy for preventing the military use of schools. The Special Representative also commends the efforts of the Human Rights Council to dedicate attention to the continuing attacks on education around the world as a gross violation of human rights, particularly through Council resolution 29/7 on the right to education, adopted on 2 July 2015. The Special Representative will continue to support these efforts through the monitoring and reporting mechanism and sustained advocacy, with the hope of curbing such violations and promoting children’s right to education.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- Children
- Year
- 2016
Paragraph
SRSG on children and armed conflict: Annual report 2016, para. 22
- Paragraph text
- The right to education is a fundamental human right. It is key for the development of children, but also critical for peacebuilding, economic growth and sustainable development for society as a whole. In times of conflict, infringements of the right to education in the form of targeted attacks on and obstacles to safe access to schools, threats to children and teachers and the military use of schools have a negative impact reaching beyond the education sector alone. Moreover, education is often interrupted due to a general climate of fear and insecurity or because of the displacement of school children, teachers and school personnel. Not only is there a large financial cost to rebuilding schools, repairing infrastructure, replacing equipment and training new teachers, there is a significant individual and societal cost. The loss of educational opportunities owing to war has long-lasting effects on the social and economic development of a country, which in turn increases the likelihood of new cycles of violence and conflict.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2011, para. 59
- Paragraph text
- These important lessons learned from anti-bullying programmes provide a crucial reference for the prevention and elimination of other forms of violence against children in schools.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2011, para. 66
- Paragraph text
- Dimensions such as these are vital to enable schools to identify early warning signs of violence, to support children at special risk and to provide timely and effective support in an ethical and child-sensitive manner.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2011, para. 67
- Paragraph text
- In the absence of training in child-friendly pedagogy, and without awareness, information or guidance regarding violence against children, teachers and other school staff may believe that resorting to violent methods to maintain academic standards or impose discipline is a natural or needed response. Children in turn may internalize such values and regard violence as a valid strategy for resolving disputes and imposing their views on their peers. When violence prevention skills and training have been provided, however, there is greater openness to resorting to alternative, positive forms of discipline and advocating the abandonment of violence in school.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2011, para. 49
- Paragraph text
- In many countries, initiatives to prevent and address violence against children in schools are building momentum. Some key developments of this significant process of change include campaigns aimed at ensuring learning without fear and at addressing specific forms of violence, including bullying, cyberbullying and gender-based violence. School audits and participatory debates inform the promotion of ethical standards and encourage child-sensitive counselling, reporting, mediation and victim assistance. Data and research address root causes of violence and support children at risk. Law reform initiatives seek to prohibit all forms of violence in education.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2011, para. 54
- Paragraph text
- The consultation was guided by international and regional human rights standards and the recommendations of the United Nations study on violence against children. The study highlights the fact that the most effective approaches to countering violence in schools are tailored to the specific circumstances of each school. These approaches also have key elements in common, as "they are based on the recognition that all children have equal rights to education in settings that are free of violence, and that one of the functions of education is to produce adults imbued with the non-violent values and practises".
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2014, para. 83
- Paragraph text
- The Convention on the Rights of the Child and its Optional Protocols, notably the Protocol on the Sale of Children, Child Prostitution and Child Pornography provide important guidance for the realization of children's rights online. All measures, including legislative, policy and educational initiatives, should be guided by the best interests of the child; respect and support children's growing autonomy and agency, and protect children from violence and discrimination. These principles lay the foundation to capitalize on the potential of the online environment; to promote children's learning and freedom of expression; to support children in accessing, receiving and imparting information; and to protect them from harmful materials and information, from unlawful interference with their privacy or correspondence, and situations where their honour and reputation may be at risk.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Children
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2017, para. Box, p. 5
- Paragraph text
- Bullying affects children at different stages of their development, severely undermining their health, emotional well-being and school performance. It is often associated with profound feelings of dread, loneliness and helplessness. Victims may suffer sleep disorders, headaches, stomach pain, poor appetite and fatigue as well as feelings of low self-esteem, anxiety, depression, shame and, at times, suicidal thoughts. The psychological and emotional scars that are left may persist into adult life. Bullies themselves are also affected, and are also more likely than their peers to be involved in anti-social and risky behaviour later on in life. Furthermore, bullying can affect the whole school community, creating a climate of suspicion and uncertainty that can cause children to remain silent or to become complicit out of fear.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2017
Paragraph
SRSG on children and armed conflict: Annual report 2011, para. 37
- Paragraph text
- [Attacks on schools and hospitals: an emerging concern]: The abduction of educational and medical personnel is also of grave concern to the children and armed conflict agenda, as it severely affects the provision of basic services to children. The Office of the Special Representative is concerned at the use of schools as recruiting grounds for children with the aim of involving them in armed hostilities and military operations. Schools should be considered safe havens protecting children from involvement in armed conflict.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2014, para. 107
- Paragraph text
- As young people stressed during the 2013 Global Youth Summit promoted by the International Telecommunication Union, more than simply trying to avoid online threats, it is important to develop children's capacities as digital citizens; and promote solid values and life skills, including a strong sense of responsibility, respect and concern for others. Rather than curtailing children's natural curiosity and sense of innovation for fear of encountering risks online, it is critical to tap into children's resourcefulness and enhance their resilience while exploring the potential of the Internet.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Youth
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2014, para. 111
- Paragraph text
- Schools have a unique potential to promote non-violent behaviour and to support change of attitudes condoning violence. Through quality education, children can gain the skills and abilities to surf cyberspace with confidence, to avoid and address risks, and to become well-informed and responsible digital citizens. This includes promoting creative, critical and safe use of the Internet and preventing and responding to incidents of online violence, including cyberbullying, even when they were not originated in the school environment.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Social & Cultural Rights
- Violence
- Person(s) affected
- Children
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2016, para. 92
- Paragraph text
- Promoting a safe and peaceful learning environment is a major cultural undertaking that requires leadership and support from Government, including adequate resources, to become a reality. It is crucial to strengthen children's protective environment with the support of all relevant stakeholders, including parents and caregivers, teachers and service providers. No less important is engaging and empowering children themselves. Children need to develop their own capacities as digital citizens and learn solid values and life skills, including being responsible in their actions towards others.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2016
Paragraph
SRSG on children and armed conflict: Annual report 2011, para. 40
- Paragraph text
- Following the adoption by the General Assembly of its groundbreaking resolution 64/290 on the right to education in emergency situations, the Security Council also strengthened its efforts on this matter. In July 2011, the Security Council adopted resolution 1998 (2011), expanding the listing in the annexes to the annual reports of the Secretary-General on children and armed conflict to perpetrators of recurrent attacks against schools and recurrent attacks or threats of attacks against protected personnel in relation to such facilities. The Special Representative commends the focused attention of the General Assembly and the Security Council on the right of children to access education and urges Member States, together with other child protection partners, to implement the decisions of both bodies.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General for children and armed conflict
- Document type
- SRSG report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2010, para. 61
- Paragraph text
- The Congress was a strategic forum to promote and review progress in the Americas on follow-up to the recommendations of the study, and to launch the report on corporal punishment and human rights of children and adolescents, recently issued by the Office of the Rapporteur on the Rights of the Child of the Inter-American Commission. This important report builds upon the United Nations study and calls on member States of the Organization of American States to place explicit and absolute legal bans on the use of corporal punishment in all settings; adopt preventive, educational, and other measures to ensure the eradication of this form of violence and promote positive and non-violent alternatives; and make the Americas a region free of child corporal punishment by 2011.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Governance & Rule of Law
- Violence
- Person(s) affected
- Adolescents
- Children
- Year
- 2010
Paragraph
SRSG on violence against children: Annual report 2011, para. 76
- Paragraph text
- Reiterating its determination to "Say no to violence against children", the Forum made significant recommendations, including on the essential role of education in violence prevention and for the abandonment of cultural practices that help to perpetuate violence; on the need to secure effective legal protection from violence to fight impunity and punish perpetrators; and on the urgency of strong legislation to prohibit all forms of violence and give confidence to children to report incidents of violence whenever they occur. The participants also called on the Special Representative to urge the United Nations and all leaders and Governments to express their commitment to and support for every campaign to end all forms of violence against children.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2011, para. 65
- Paragraph text
- Teachers and other school staff are decisive actors in preventing and responding to violence. It is therefore essential to provide them with the necessary skills, support and resources. Raising awareness and providing information about violence against children is indispensable in this process. It helps to equip staff to use constructive-discipline techniques and methods in school, to partner with students in violence prevention, to serve as positive role models, to learn about peaceful conflict mediation and resolution, and to promote school-safety mechanisms such as codes of conduct and student-friendly reporting mechanisms. Equally important is the provision of clear guidance on addressing incidents of violence, mandatory reporting and providing assistance to child victims.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2011
Paragraph
SRSG on violence against children: Annual report 2012, para. 46
- Paragraph text
- Education has a unique potential to generate an environment where attitudes condoning violence can be changed and non-violent behaviour can be learned. Schools are well placed to break patterns of violence and provide skills to communicate, to negotiate and support peaceful solutions to conflicts. However, this potential is in marked contrast with the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression, and in some cases sexual abuse. At times they are also victims of gang violence and assault.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Boys
- Children
- Girls
- Year
- 2012
Paragraph
SRSG on violence against children: Annual report 2012, para. 47
- Paragraph text
- Recognizing the crucial importance of education in safeguarding children's rights, and of violent-free schools as catalysts for non-violence in the communities that they serve, the Special Representative, in cooperation with the Government of Norway and the Council of Europe, organized in June 2011 in Oslo, an expert consultation with the participation of policy makers, education and child rights experts, civil society organizations and academics from different regions of the world, as well as United Nations agencies. The lessons and recommendations from the meeting will be addressed in the Special Representative's forthcoming publication entitled Tackling Violence in Schools: a global perspective.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2012
Paragraph
SRSG on violence against children: Annual report 2015, para. 102
- Paragraph text
- The Children's Rights and Business Principles, jointly developed by UNICEF, the UN Global Compact and Save the Children, is the first comprehensive set of principles to guide companies' actions in the workplace, the marketplace and the community to respect and support children's rights. The ITU Guidelines for Industry on Child Online Protection, developed with UNICEF, identify ways for industry to integrate child rights into policy and management; processes for handling child sexual abuse material, establishing safe and age-appropriate online environments; and ways of promoting the positive use of ICTs and online safety education for children, parents and teachers.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2015
Paragraph
SRSG on violence against children: Annual report 2014, para. 76
- Paragraph text
- According to significant research conducted in Europe by EU Kids Online, more than 70 per cent of children 9 to 16 years old use the Internet; in some countries this figure rises to more than 90 per cent. In a recent survey conducted with adolescents in nine countries in Latin America, the vast majority recognized the potential of the Internet for enjoying access to cultural activities, supporting their studies and carrying out group work for school through virtual connections; and significantly, more than 80 per cent considered quality access to the Internet as a fundamental human right. As many of them highlighted, "technology is not bad; it depends on the use one makes of it".
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Children
- Year
- 2014
Paragraph
SRSG on violence against children: Annual report 2016, para. 78
- Paragraph text
- Certain groups disproportionally exposed to the risk of cyberbullying, for example children with disabilities or special educational needs, are significantly more likely to be bullied than others. Young people with disabilities have indicated that they can be actively discouraged from using the Internet because adults are afraid that they may be bullied or because of concerns about Internet safety. However, those who have participated in consultations on cyberbullying have highlighted the many positive aspects of using the Internet. ICTs and the Internet can help children overcome many of the challenges they may face, including by decreasing social isolation through online participation and the use of social networks. Some children with disabilities expressed the view that using the Internet was liberating and empowering, as it provided a means of dealing with some of their struggles. The Internet allowed them to connect with other people with similar experiences; get support for problems such as bullying from message boards, forums and videos; and build social connections, particularly when they were experiencing social difficulties or isolation.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Youth
- Year
- 2016
Paragraph
SRSG on violence against children: Annual report 2010, para. 96
- Paragraph text
- Recalling the still frequent perception of violence as a needed form of discipline and the insufficient attention given to this phenomenon by laws, policies and school institutions, she placed a special emphasis on the adoption of legislation to firmly ban all violence in schools; the development of awareness-raising and capacity-building initiatives for professionals; the promotion of mediation and conflict resolution through non-violent means; as well as the promotion of participatory processes with the involvement of all stakeholders, including children themselves.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2010
Paragraph
SRSG on violence against children: Annual report 2011, para. 64
- Paragraph text
- For vulnerable groups of children, including girls, children with disabilities, children belonging to minority or indigenous groups, and children affected by HIV and AIDS, these efforts must be redoubled. Such children face particular challenges in gaining access to schooling and in remaining in school. They are more likely to be subjected to violence or to be disregarded when they seek advice about or report incidents of violence. As a result, they may end up choosing not to report violence for fear of drawing attention to themselves.
- Legal status
- Non-negotiated soft law
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Ethnic minorities
- Girls
- Persons with disabilities
- Year
- 2011
Paragraph