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The online seminar featured a round table made up of young people and education professionals, who discussed sexual and gender-based violence, its effect on the right to education and well-being, and the roles of the different partners for its approach.

The online seminar began with a brief intervention and welcome by Mary Guinn Delaney, Regional Advisor on Education for Health and Well-being, OREALC / UNESCO Santiago. It also had the participation of Yeny Rivas, Gender Manager, Ministry of Education (El Salvador); Camila Palomino Padilla, from the organization Sin Tabúes (Peru); Melanie Parra, member of Tú decides (Bolivia); Jorge Herrera, from the organization DILO Escuelas Inclusivas (Mexico); and Denisse Carreira, teacher, Coordinator of Açao Educativa (Brazil) and Malala Fund Champion.

Vanessa Vila, founder of Papaya Tropical (Puerto Rico) moderated the questions from the audience to the participants.

The online seminar concluded with the intervention of Mariana Cruz - IPPF / WH, who summarized the discussion and provided valuable conclusions:

• Comprehensive sexuality education is essential in the prevention of gender violence in school settings. For this reason, it must be focused on prevention, considering all the implications of comprehensive sexuality education in both formal and non-formal areas of education.
• Working with teachers, and how teacher training plays a key role in guaranteeing the mitigation and prevention of gender violence in educational spaces, is of utmost importance.
• The design of public policies related to addressing, preventing and eliminating school-related gender-based violence is often simple, although it can be a long process. The tricky thing is putting those policies in place.
• The participation of networks and organizations of teenagers and young people in the comprehensive approach to gender violence at school is essential.
• Public policy does not always have to come from the most technical, specialized spheres or only from government instances; It can also be born in educational centers, and in a classroom.
• Assertive communication, how to respond through campaigns and messages that are relevant to youth, is key.
• Young people should be at the center of discussions, both in the design and in the implementation of programs. This must happen so that the content of the projects and legislation is relevant to them. It is also important that the programs are based on evidence, that they detach from the adult centrism, and start from an exchange between all the actors of the system.