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Prashanth Thankachan; Sumithra Selvam; Agnita R. Narendra (et al.)
The COVID-19 pandemic lockdown in 2020 resulted in school closures with eventual suspension of the mid-day meal programme, biannual deworming and iron–folic acid supplements. One year into the lockdown, we evaluated the impact of the withdrawal of these programmes on the nutritional status of rural primary-school children, aged 6–12 years, in Karnataka, India. Anthropometry, haemoglobin, serum ferritin and C reactive protein were measured in 290 children at two time points, 1 year apart, starting from just before the lockdown (February 2020 to February 2021).
Jillian Schulte; Megan Schmidt-Sane; Elizabeth Benninger (et al.)
Morgane Bennett; Jessica Speer; Nathaniel Taylor (et al.)
This study assessed changes in e-cigarette use since the COVID-19 pandemic began and reasons for these changes among US youth and young adults. It combined data from two cross-sectional samples of youth and young adult (15–24 years) participants of a monthly surveillance study (data collected in April and June 2021). Analyses were restricted to past-year e-cigarette users who reported using e-cigarettes before the pandemic (n = 1762). Participants reported changes in e-cigarette use since the pandemic began, reasons for changing their behavior, and their perceptions around COVID-19 risk related to e-cigarette use. Multinomial logistic regression models assessed associations between demographics and COVID vaping risk perceptions and changes in e-cigarette use.
Aman Simaremare; Yasaratodo Wau; Trisnawati Hutagalung (et al.)
Delbert Lim; Niken Rarasati; Florischa Tresnatri (et al.)
This insight note explores how COVID-19 and related school closures impacted Nigerian schools, parents, and students. National data collected by the National Bureau of Statistics in 2020 through a monthly phone survey show that children had extremely limited contact with the education system during this time, and that families preferred low-cost alternatives such as in-home tutoring and increased parental involvement in education to e-learning tools. Additional data collected by the RISE Nigeria Team in a survey of 73 low-cost private schools in Abuja suggest that some schools did maintain contact with students during mandated school closures, that students experienced absolute learning losses equivalent to about 5-6 months of school missed in other contexts (Cooper et al, 1996), despite participation in alternative learning activities, and that the pandemic led to severe financial hardships for schools and teachers.
Sophia Choukas-Bradley; Anne J. Maheux; Savannah R. Roberts (et al.)
Interest in scaling promising innovations to effect systemic change in education around the world has grown over the last decade. Scaling has become fashionable because the modern landscape of educational improvement is littered with short-term projects that temporarily succeeded only to later dissipate, isolated pursuits that never crossed into broad adoption, or specialized policy programs that floundered. Moving beyond 20th-century technical-rational implementation and acknowledging the mixed history of global development in low-and middle-income countries, newer iterations of scaling have sought to collaboratively embed promising education ideas and technologies into whole systems. Increased recognition of the interconnectedness of culture, governments, global development architecture, and the learning sciences has reframed education scaling as a holistic process of mutual adaptation and collective transformation. Lasting impact has replaced size or scope as the goal. As a result, this past decade of scaling and research has offered hope and possibility—even as it has also underscored the sometimes maddening complexity of this work.
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.
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