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Yoshie Kaga; Kyungah Bang
Declared a global pandemic on 11 March 2020 by the World Health Organization (WHO), COVID-19 has had far-reaching impacts on every facet of life around the world, exacerbating pre-existing inequalities and negatively impacting on vulnerable and disadvantaged populations the most. Learning continuity has been disrupted by school closures, generating an unprecedented situation worldwide. According to UNESCO Institute for Statistics (UIS) data collated in July 2020, over 18.6 million children in pre-primary education in forty-eight Sub-Saharan African countries and 4.4 million pre-primary teachers – eighty-five per cent of whom were women – in twenty-four countries in the Asia-Pacific region were affected by school or centre closures. Recognizing the possible severe and detrimental impact that COVID-19 might have on ECE personnel and their practices, UNESCO Bangkok and Dakar teamed up with several partners to undertake regional surveys in the Asia-Pacific and Sub-Saharan Africa from April to July 2020. Based on the regional surveys, this report features eight key findings and three key messages to better understand ECE personnel’s needs and to identify possible responses to support them.
Ian D. Wolfe; Angira Patel; Larry K. Kociolek (et al.)
Pamela Stratton; Elena Gorodetsky; Janine Clayton
The COVID-19 pandemic and call for social justice is occurring when the United States, unlike its peer countries, has already experienced a steady 20-year rise in maternal morbidity and mortality with pregnant women today facing a 50 percent higher risk of mortality than their mothers. Most vulnerable are women of color, black and American Indian/Alaska Native women, who have experienced longstanding disparities in access to and quality of healthcare and may begin pregnancy with hypertension, diabetes, and obesity, complications known to be more common in women enduring segregation. Initially, the race-related health disparities and resultant disproportionately higher rates of COVID-19 cases and mortality in indigenous communities and black, latins, or other communities of color were mistakenly considered innate racial differences. More recently, these higher rates have been attributed to underlying social, structural, and environmental determinants of health including resource inequities, inadequate housing, and occupational and environmental hazards that result in greater exposure to and less protection from COVID-19.
Ilan Katz; Carmit Katz; Sabine Andresen (et al.)
COVID-19 has become a worldwide pandemic impacting child protection services (CPSs) in many countries. With quarantine and social distancing restrictions, school closures, and recreational venues suspended or providing reduced access, the social safety net for violence prevention has been disrupted significantly. Impacts include the concerns of underreporting and increased risk of child abuse and neglect, as well as challenges in operating CPSs and keeping their workforce safe. The current discussion paper explored the impact of COVID-19 on child maltreatment reports and CPS responses by comparing countries using available population data.
This report focuses on the impacts of the pandemic on learning proficiency, specifically as measured by Sustainable Development Goal (SDG) Indicator 4.1.1. Over the last couple of decades, there has been a growing awareness of how crucial learning proficiency, especially that of younger children, is for human development. The evidence is clear that improvements in proficiency underpin future economic development, and the building of more cohesive and equal societies. The indicators on learning proficiency are among the most discussed indicators within the SDG framework.
Mariya Stoilova; Sonia Livingstone; Rana Khazbak
Children’s lives are increasingly mediated by digital technologies. Yet, when it comes to understanding the long-term effects of internet use and online experiences on their well-being, mental health or resilience, the best we can do is make an educated guess. Our need for this knowledge has become even more acute as internet use rises during COVID-19. This report explores what has been learned from the latest research about children’s experiences and outcomes relating to the internet and digital technologies. It aims to inform policy-makers, educators, child-protection specialists, industry and parents on the best evidence, and it proposes a future research agenda.
Esther Via; Xavier Estrada-Prat; Jordina Tor (et al.)
Rammohan Khanapurkar; Shalini Bhorkar; Ketan Dandare (et al.)
Youngsoo Jang; Minchul Yum
On 5 April 2020, UN Secretary-General António Guterres highlighted a “horrifying global surge in domestic violence” since Governments around the world had begun imposing lockdowns, quarantines and movement restrictions in order to control the spread of COVID-19. In his remarks, the Secretary General noted that in some countries calls to gender-based violence (GBV) support services had doubled.1 Similarly, a plethora of reports from around the world have signaled an increase in reported cases of gender-based violence – particularly intimate partner violence – since the beginning of the pandemic. However, in some places, the service provision statistics actually show the opposite – that fewer GBV survivors are reaching out for support from service providers as compared to the levels seen prior to COVID-19.
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
Read the latest quarterly digest on children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response