UNICEF Innocenti
Office of Research-Innocenti
search menu

Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

RESULTS:   174     SORT BY:


Select one or more filter options and click search below.

UNICEF Innocenti Publication
UNICEF Publication
Open Access
1 - 15 of 174
Ending violence against children during Covid-19 and beyond: second regional conference to strengthen implementation of the INSPIRE strategies
Institution: World Health Organisation, *UNICEF
Published: August 2022

UNICEF and WHO jointly organized Ending Violence Against Children During COVID-19 and Beyond: Second Regional Conference to Strengthen Implementation of the INSPIRE Strategies, held virtually on 1–5 November 2021. The Conference comes under the umbrella of the 2021 Solutions Summit series of the Global Partnership to End Violence Against Children (GPEVAC).  Over 1700 delegates gathered for the Conference virtually, representing governments (including from the health, social welfare, education and justice sectors), youth groups, the Association of Southeast Asian Nations (ASEAN), the United Nations, nongovernmental organizations (NGOs), international NGOs, faith-based organizations and religious leaders, academic institutions, private sector and development partners, as well as the Special Representative of the Secretary-General on Violence Against Children. The purpose of the Conference was to identify actions needed to ensure effective prevention and response to VAC during the COVID-19 pandemic and recovery, utilizing the strategies outlined in INSPIRE: Seven strategies for ending violence against children.

Recovering learning: are children and youth on track in skills development?
Institution: *UNICEF
Published: July 2022

We are in a learning crisis. To give young people the best chance to succeed, we need to support them holistically. The first step is to identify where children and youth are in building the range of skills they need, monitor progress in their development and ensure no child or young person is left behind. The Recovering Learning report published jointly by UNICEF and the Education Commission, and supported by Generation Unlimited, contributes to these efforts by providing a comprehensive view of skills attainment among children and youth. The report highlights the need to improve tracking progress in skills development, especially in light of the global priority to recover education in response to COVID-related disruptions. To succeed in the global commitment to support the holistic development of children and young people, we need better and more inclusive data to recover and reimagine our education system RAPID-ly. We also need to mobilize increased and improved investment in education to finance transformation, including through innovative instruments.

Multi-sectoral impacts of the COVID-19 pandemic on nutrition outcomes: an analytical framework
Institution: *UNICEF, World Health Organisation, USAID
Published: July 2022
This document describes the process and methodology used to develop the Analytical Framework, explains the different components and provides guidance on how it can be adapted for its application to different contexts for specific nutrition outcomes.
Learning recovery and addressing the learning crisis in the Asia Pacific: policy brief
Institution: UNESCO, *UNICEF
Published: June 2022

The COVID-19 pandemic has disrupted education for approximately 1.2 billion students across the Asia-Pacific, and forced the closure of many schools, precipitating a transition towards remote learning, albeit with uneven access and quality, and threatening to deepen the ‘learning crisis’ that already existed, particularly for the most vulnerable learners. As education systems in the Asia-Pacific seek to recover the learning loss due to the pandemic and address the broader learning crisis, it is incumbent on governments to identify appropriate recovery strategies in the short term. Also, governments need to support education system transformation so that all learners reach minimum proficiency in numeracy and literacy and acquire competencies needed to fulfil their potential –personal, social and economic. Learning recovery strategies will differ across the region, not the least because schools were fully or partially closed1for different lengths of time -for example, India (82 weeks), Indonesia (77 weeks), and Bangladesh (73 weeks). Other countries saw shorter closures, such as: Vanuatu (4 weeks), Papua New Guinea (6 weeks), and the Solomon Islands (7 weeks).

Training and supporting teachers in adapting to the post-pandemic era in the Asia Pacific: policy brief
Institution: UNESCO, *UNICEF
Published: June 2022

Teachers are the most important actors in improving students’ learning outcomes and thus in addressing a learning crisis in the region. Moreover, the unprecedented and extensive school closures caused by the COVID-19 pandemic have affected about 43 million teachers in school education in the Asia-Pacific region. These teachers were at risk of losing their jobs due to budget cuts, they had to address the new challenge of teaching remotely, as well as worrying about their own and their families’ health and well-being. Throughout the school closures, teachers continued to teach under extremely fluid and trying conditions: increased workloads, having to use new and unfamiliar technologies without adequate training, experiencing a lack of materials for online instruction, high levels of physical and mental stress, and insufficient support.


It’s difficult to grow up in an apocalypse: children's and adolescents' experiences, perceptions and opinions on the COVID-19 pandemic in Canada

Heather L. Ramey; Heather L. Lawford; Yana Berardini (et al.)

Published: June 2022

According to children and youth in Canada, what were the negative and positive impacts of the COVID-19 pandemic on their lives? How did they experience changes in their relationships; daily schedule; time at home; use of technology; or feelings of anger, worry, loneliness or gratitude? How were these experienced by marginalized groups, including LGBTQ+ and Indigenous children and youth? To date, research on Canadian children’s and youth’s experiences during the pandemic has lacked a broad exploration of their own perspectives. This qualitative study, however, was informed by three child and youth advisory teams, with input from 10 focus groups; 23 semi-structured interviews and a total of 74 young people (10–19), from four provinces and one territory.

Life in colours: children’s and adolescents’ experiences, perceptions and opinions on the COVID-19 pandemic

Francesca Viola; Maria Rosaria Centrone; Gwyther Rees

Published: June 2022

This report recounts the journeys of a group of adolescents through the COVID-19 pandemic in Italy, one of the first countries to be affected by the virus. It is the first product of an in-depth qualitative study that aims to understand the experiences of children and young people from their point of view and through their words. The data for this project were collected online between February and June 2021 with 114 participants between the ages of 10 and 19, who attended lower and upper secondary schools in 16 regions of Italy, and included children and young people who identify as LGBTQI+, unaccompanied and separated children, and adolescents from socio-economically disadvantaged backgrounds

Two years after: saving a generation
Institution: *UNICEF, The World Bank, UNESCO
Published: June 2022

In the last two years, the COVID-19 pandemic has wreaked havoc in Latin America and the Caribbean. The region has suffered a triple curse, as it faced the largest combined impact in health, economic and educational terms. The disproportionate impact of the pandemic on people´s lives, livelihoods, and human capital formation represents, without doubt, one of the worst crises in LAC’s history. As we seek to rebuild better and foster more inclusive and sustainable growth, the main concern, nonetheless, is not the heavy toll of the pandemic, but the future of an entire generation of children and young people who have endured this massive shock. This report is the first evidence-based assessment of this educational catastrophe in Latin America and the Caribbean. The report intends to systematically document the impact that COVID-19 has had on the region’s education sector two years after. The 24 months since the outbreak of the pandemic in March 2020 is described sequentially, focusing firstly on the features of the “triple curse”, and then on the direct impact on schooling, learning and skills development. The report also addresses significant cross-sectoral impacts, namely those related to digital and transferable skills.

The State of Global Learning Poverty: 2022 update
Institution: The World Bank, UNESCO, *UNICEF
Published: June 2022
The world is in the depths of a learning crisis, made worse by the COVID-19 pandemic. This report finds that COVID-19-related school closures and other disruptions have sharply increased learning poverty, a measure of children unable to read and understand a simple text by age 10. The report, The State of Global Learning Poverty: 2022 Update, a joint publication of the World Bank, UNICEF, FCDO, USAID, the Bill & Melinda Gates Foundation, and in partnership with UNESCO, stresses that even before the pandemic, there was already a learning crisis. Since then, COVID-19 has sharply increased learning poverty, with COVID-driven school disruptions exacerbating the severe pre-pandemic learning crisis.
Evidence and gap map research brief: UNICEF strategic plan 2018–2021: COVID-19 special evidence brief
Institution: *UNICEF
Published: June 2022
This research brief is one of a series of six briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. Five of these briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan. A sixth special brief was added to focus specifically on COVID-19 and other epidemics and major crises. It is anticipated that the briefs will also be useful for others working in the child well-being space.
Child online protection in and through digital learning: considerations for decision-makers
Institution: *UNICEF
Published: May 2022
This document provides a set of considerations that contextualize existing guidance on child online protection, more specifically for digital learning, in light of the need created by the COVID-19 pandemic and related interruption of face‑to-face learning. Its purpose is to support education decision-makers and actors in relevant sectors to prioritize child online protection in the digitalization of education systems but also to center digital learning in strategies to address child online protection risks and improve child protection outcomes, both online and offline.
Reopen, recover and resilience in education: guidelines for ASEAN countries
Institution: *UNICEF, Association of Southeast Asian Nations
Published: May 2022
These guidelines are intended to help Member States of the Association of Southeast Asian Nations (ASEAN) to reopen schools and keep them open for safe in-person education. This is an urgent priority to maintain the learning process for children and adolescents, ensure their right to an education and recover learning losses. The guidelines also aim to strengthen the resilience of education systems and the cross-sectoral work that should bind them. The guidelines have three objectives: (i) offer medium- to long-term strategies to cope with future shocks and disruptions by strengthening the resilience of the education systems in ASEAN; (ii) respond to the urgent needs of ASEAN Member States for immediate strategies to ensure safe school reopening and operations, learning recovery and continuity from pre-primary to secondary education; and (iii) propose performance indicators to monitor and evaluate the progress of these strategies and their results.
On my mind: how adolescents experience and perceive mental health around the world

Shoshanna Fine; Michelle Martinez

Institution: *UNICEF, Johns Hopkins Bloomberg School of Public Health
Published: May 2022

Adolescence is a particularly sensitive period for the emergence of mental health conditions. Indeed, it is estimated that more than 13 per cent of adolescents globally live with a mental disorder, and many more experience significant psychosocial distress that does not rise to the level of a diagnosable disorder. The most widespread of these mental health conditions include symptoms of anxiety and depression, with rates increasing dramatically throughout adolescence, particularly among girls. Other prevalent challenges include drug and alcohol abuse, conduct disorders, eating disorders and suicidal behaviours. Taken together, approximately 75 per cent of lifetime mental health conditions manifest by age 24. To better understand mental health issues and concerns from the voices of adolescents, 71 focus group discussions (FGDs) were conducted by 14 partner organizations in 13 countries: Belgium (francophone and Flemish), Chile, China, the Democratic Republic of the Congo, Egypt, Indonesia, Jamaica, Jordan, Kenya, Malawi, Sweden, Switzerland and the United States of America. The countries were selected to ensure geographic, economic and cultural diversity. This report summarizes the results of these FGDs with qualitative research coordinated, analysed and drafted by the Johns Hopkins University (JHU) Global Early Adolescent Study (GEAS) in collaboration with global partners and as part of UNICEF’s flagship report, The State of the World’s Children 2021: On My Mind – Promoting, protecting and caring for children’s mental health.

Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal

Marco Valenza; Thomas Dreesen

Institution: *UNICEF
Published: May 2022

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring tendency in low-income countries to allocate a limited share of the national education budget to the most vulnerable, are further widening inequalities in the global learning crisis landscape. The Let Us Learn (LUL) initiative implements innovative education programmes to improve learning for the most vulnerable children in five countries with high levels of out-of-school children: Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. This report documents the outcomes, lessons learned and recommendations based on the experience of the initiative across four types of learning programmes spanning the education lifecycle: (1) pre-primary education; (2) accelerated learning pathways; (3) programmes to reduce barriers to access and stay in formal school; and (4) vocational training.

Reopening with resilience: lessons from remote learning during COVID-19: Europe and Central Asia
Institution: *UNICEF
Published: April 2022

When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.

1 - 15 of 174

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.


Subscribe to updates on new research about COVID-19 & children



facebook twitter linkedin google+ reddit print email
Article Article

Check our quarterly thematic digests on children and COVID-19

Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
Campaign Campaign

COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.