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IPPCF Frameworks: Safe Schools Preventing Interpersonal Violence & Bullying

  • Glossary Term (GT)
  • Capacity Building Practices for this IPPCF
  • WoG Practices for this IPPCF
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Preventing interpersonal violence and all forms of bullying as well as promoting safe and caring schools is the focus of several IPPCF frameworks used around the world. This focus is similar but different than "safe schools" that address crime, gangs and drug/substance abuse as well as those that promote the construction and retrofitting of "safe schools"  to mitigate damages from earthquakes and natural disasters.

The Global Partnership and Fund to End Violence Against Children were launched in July 2016 by the UN Secretary-General. The Partnership is the only global entity focused solely on Sustainable Development Goal 16.2: ending all forms of violence against children by 2030.  It has published the INSPIRE: Seven Strategies to End Violence Against Children as its IPPCF

There are 38 Path finding Countries who follow a adaptable, plan that has several IPPCF-like indicators that are tracked using a Dashboard, uses a common survey and a systems approach. Each of the 37 “pathfinder” countries in the partnership to end violence is assessed using several criteria and includes key documents and other relevant contextual information. Progress is monitored globally in a “dashboard” using the same criteria.  These criteria are listed under categories such as Government Commitments, violence prevention being embeded in education sector plans, data collection & reporting activities, detailed progress being made in national action plans, listing of any voluntary reviews, published evaluations,  These capacity-building criteria are very similar to several described in this section of our web site.

16 of those countries participate in the UNICEF Safe to Learn program. The Safe to Learn Call to Action, proposes an IPPFC for schools and includes several capacity-building criteria and actions.

The Violence Prevention Alliance (VPA) is a network of WHO Member States, international agencies and civil society organizations working to prevent violence. It has published the Violence Prevention through Multisectoral Collaboration The VPA and its partners published the SCHOOL-BASED
VIOLENCE PREVENTION A practical handbook which proposed a IPPCF for schools


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See our List & Checklist of leading
Multi-Component Approaches (MCAs) & Multi-Intervention Programs (MIPs)
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Use the drop-down menu below to access more information on each IPPCF
Multi-Component Approaches (MCAs)
​Promoting Educational Success
  - Inclusive, Equitable, Child-Friendly
​- Early Childhood Education
- Social, Emotional, Life (Living) Skills
- Students with Disabilities
- Transition to Work or Training
Barriers to Inclusion & Equity
- Out of School/Dropouts
- Gender related Barriers
- School Health & Nutrition
- Healthy Schools
- Discrimination/Racism
- Safe Schools (Violence, Bullying)
- Safe Schools (Crime, Drugs)
- Community Schools (Poverty)
- Disaster Risk Reduction
- Global Citizenship
- Peace Education
- Education for Sustainable Development
- Conflict-Affected Countries
- Low resource Countries
- Indigenious Schooling
- Minority Communities
Building Core Components
- Macro-Policy & Coordination (FRESH Framework)
- Integrated Student Services
- Physical Resources (WASH) 
- Safe School Buildings
- Curriculum & Extended Education (H&LS/PSH/HWB)
Multi-intervention programs (MIPs)
​​​Child Development
-  Child growth & development
-  Vision,
-  Hearing
-  Child Abuse & Neglect
-  Family Violence
-  Child Sexual Abuse 
-  Menstrual health & hygiene
Healthy/Risky Behaviours
-  HIV/STI, Sexual Health 
-  Sbstance abuse/tobacco use
-  Physical activity
-  Accidental injury/safety
-  Mental health/illness
- NCDs
-  Chronic health conditions
-  Sun safety
-  Evironmental hazards
-  Climate crisis health threats (Heat, Floods, Zika virus, Dengue Fever)
-  Infectious Diseases
- Immunization/Vaccinations
-  Oral/dental health
-  School Feeding/Meals
-  Obesity/overweight
Child Safety/Security
-  Child Trafficking/ Exploitation
-  Refugee students/immigrants
-  Bullying, Cyber Bullying
-  Gangs, gang involvement
-  Isolation, alienation, violent extremism, school shootings
This summary was first posted in in November 2023 as a "first draft". We encourage readers to submit comments or suggested edits by posting a comment below or on the Mini-blog & Discussion Page for this section.
This tab on this page provides examples of, evidence for, and guidance about capacity building systems/organizational change practices that have been or can be used with this Intersectoral Policy-Program Coordination Framework (IPPCF).

These are several examples (Good & Bad) of capacity-building/systems change for this IPPCF:




Here are sources of evidence (research & fact-finding) of capacity-building/systems change for this IPPCF:



Here are some of the many guidance documents/reports promoting capacity-building/systems change for this IPPCF:



This tab on this page provides examples of, evidence for, and guidance on how this framework (IPPCF) has been or can be applied to build or be part of Whole of Government (WoG) or inter-ministry approaches to the education and overall development of children & adolescents. (This not the same as using WoG approaches to strengthen a specific program or IPPCF (framework - which is examined in the tab on capacity-building), the WoG approach is supporting the whole child.)

These are several examples (Good & Bad) of how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:
  • Applying the Pathffinder Country Dashboard, the web site reveals which countries have adopted national policies and action plans to end violence. 25 countries have launched national action plans. 21 countries have included a school-based violence prevention plan.  Eight countries have included vioelnce prevention in their Education Sector Plans. The country wab pages in the dashboard provide copiezs of the policies and acion plans and contact iunformatiuon. This application shows how a national policy (WoG#1) on the education and overall development of young people (whole child approach) could be developed, built in countries and monitored.


Here are sources of evidence (research & fact-finding) of how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:



Here are some of the many guidance documents/reports how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:

​For updates and reader comments on this section of this web site, go to our
Mini-Blog on Common Topics &Terms

Here is our list of topics for this section:
- Introduction & Overview
- Education Equity, Inclusion & Success - Intersectoral Policy-Program Coordination Frameworks (IPPCFs) (published at global level)
- Multi-component Approaches (MCAs)
- Core Components         - School Culture & Climate
          - Staff Wellness
          - Student Conduct & Discipline
          - Engaging/Empowering Youth
          - Parent Participation
          - Community Involvement
  • Physical Environment & Resources
- Multi-Intervention Programs (MIPs)
  • How to Build a Multi-Intervention Program
- Single Interventions (Issue-Specific Programs, Policies, Services, Practices)

- Learning/Behaviour Models (LBMs)

- Behaviour & Learning Theories

- Government/Inter-sector Actions & Levers - Workforce Development
  • Workforce Planning in HPSD
  • Teacher Education & Development
    - Early Childhood Educators
    - Primary School Teachers
    - Secondary PSHE Specialists
    - Home Economics Specialists
    - Physical Education Specialists
    - School Counsellors
    - School Psychologists
    - School Principals
  • Preparing Other Professionals to Work with or within Schools
    - School Nurses
    - School Social Workers
    - School Resource (Police) Officers
    - Security/Civil Protection Guards
    - Teaching/Learning Assistants
    - School Administrative/Clerical Staff
    - School Maintenance Staff
    - Pastoral Counsellors
    - Community Volunteers & Elders
    - Emergency Relief Aid Workers
    - Development Aid Workers
- Systems Approaches
  • A Systems Focused Paradigm
  • Contextualizing Approaches & Programs
  • Implement, Maintain, Scale Up & Sustain Programs & Approaches
  • System & Organizational Capacities
  • Integrate Within Education System Mandates, Concerns & Constraints
  • Better Use of Systems Science & Organizational Development Tools