Driving impact
How countries are using Safe to Learn tools to turn commitments into action
See how countries are turning their commitments under the Safe to Learn Call to Action into safer, more inclusive learning environments. Here, you will find the tools used to support this work, findings from country benchmarking and diagnostic assessments, and country pages that highlight progress made by governments that have endorsed the Call to Action.
Together, these resources show how Safe to Learn helps countries move from commitment to action to impact — by strengthening education systems, improving school level implementation, and tracking progress over time to end violence in and around schools.
Why use Safe to Learn tools?
Safe to Learn tools help countries move from commitment to implementation. They support governments to:
- Understand what policies, systems, and practices are already in place.
- Identify gaps and agree on priority actions.
- Strengthen coordination across education, child protection, health, and other sectors.
- Track progress and adapt approaches over time.
What does Safe to Learn support?
Safe to Learn implementation is guided by a system-wide approach, using the Safe to Learn Theory of Change and shared tools that look across three key dimensions:
- Outcomes: Are children learning in safe, violence-free environments?
- Outputs: Are laws, policies, and practices effectively preventing and responding to violence?
- Systems: Are resources, social norms, coordination, and evidence strong enough to sustain change?
How countries implement the Call to Action
Safe to Learn provides two complementary tools that countries can use separately or together, depending on context and priorities.
Accordion group
Safe to Learn Benchmarking Tool
The Safe to Learn Benchmarking Tool helps countries take stock of national systems to prevent and respond to violence in and around schools. It provides a structured way to assess progress across the five areas of the Safe to Learn Call to Action:
- Policy and legal frameworks
- School-level prevention and response
- Social norms and behaviour change
- Resource allocation
- Evidence and data systems
Each benchmark is assessed as:
- In place
- Partially in place
- Not in place
How it works
The benchmarking process combines a review of national policies, laws, and systems with a national sector dialogue involving education authorities and other relevant stakeholders. Existing data sources—such as education sector plans, EMIS, and policy documents—inform the assessment.
The process is participatory and action-oriented. It brings actors together to validate findings, agree on priorities, and align next steps with national education strategies and plans.
Benchmarking can be repeated periodically, allowing countries to track change over time, inform planning and investment decisions, and strengthen accountability.
Resources
Safe to Learn Diagnostic Tool
The Safe to Learn Diagnostic Tool looks beyond policies and systems to understand how Safe to Learn commitments are being implemented in practice—at national, district, and school levels.
While benchmarking provides a system snapshot, diagnostics focus on quality and effectiveness, helping countries identify practical actions to improve implementation and expand what works.
How it works
The diagnostic process combines document reviews with interviews, focus group discussions, and school visits. It brings together government staff, school leaders, teachers, and community representatives to reflect on challenges and codevelop solutions.
This participatory approach ensures that findings are grounded in lived experience and directly inform action.
Resources
Tracking outcomes and long-term impact
While benchmarking and diagnostics focus on systems and implementation, countries also monitor outcomes and impact, such as reductions in violence and improvements in student wellbeing.
These indicators are usually embedded within national education sector plans and monitoring frameworks, including EMIS and national surveys.
Common data sources include:
- WHO Global School-Based Health Survey (GSHS)
- UNICEF Multiple Indicator Cluster Surveys (MICS)
- UNESCO Institute for Statistics (UIS)
Examples of outcome indicators:
- Percentage of students aged 13–15 who report being physically attacked in the past 12 months
- Percentage of children who experienced bullying in the past 12 months, by type and sex
- Percentage of students reporting physical punishment by a teacher
- Number of violent incidents reported through EMIS or child helplines
Learn more about available data on violence against children in education settings.
Ethical standards
All Safe to Learn assessments and data collection must follow strict ethical standards, including informed consent, confidentiality, and child protection safeguards.
Key guidance includes:
Who can use these tools?
All countries that have endorsed the Safe to Learn Call to Action are encouraged to use benchmarking and/or diagnostic tools to support implementation.
Governments, development partners, and civil society organizations can also use these tools to strengthen planning, coordination, and accountability for safe learning environments.
Nearly 20 countries have already completed Safe to Learn assessments, generating practical insights for action.
Next steps for countries
- Review the Benchmarking and Diagnostic Tool and decide which approach to use.
- Convene a multisectoral team (education, child protection, health, justice).
- Conduct the assessment and identify priority actions.
- Use findings to inform policies, plans, and investment decisions.
- Repeat periodically to track progress and adapt implementation.
Contact us
For further information and support, contact the Safe to Learn Secretariat at [email protected].