Children and COVID-19 Research Library

This article deals with the uncertainty regarding time line of school reopening. Given the unique disease characteristics and the transmission dynamics of COVID-19 in children, it favours calibrated early reopening for two reasons: prolonged closure of schools during the COVID-19 pandemic is likely to have negative psychosocial effect in children besides secondary economic effects, and societal learning and grooming of children that happens in school environment cannot be supplanted by a virtual learning platform.

The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak.

Even before the COVID-19 pandemic, the world was living a learning crisis. The COVID-19 pandemic now threatens to make education outcomes even worse.

The purpose of this review is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies. These four distance learning modalities—radio/audio, video/television, mobile phone programming, and online learning—are examined alongside the technologies used to access distance learning (radios, mobile phones, televisions, tablets, and, to a lesser extent, computers). While these modalities can be implemented in conflict settings and during crises, such as the COVID-19 pandemic when learning institutions are closed, their utility also extends beyond these extreme circumstances in order to promote inclusion and to increase access to quality teaching and learning.

This report describes national policy and strategy responses for ensuring educational continuity in the context of widespread school closures implemented as a result of the COVID-19 pandemic. The study focuses on a selection of high-income and low-income contexts. The evidence highlights the current, and rapidly changing status of national policy and strategy responses to date. The report examines key themes emerging form policy and strategy response and reflects on these: which are working, and which are not working so well? The nature of the evidence and material available at this stage of the crisis makes firm conclusions hard to reach. Despite this the report concludes with a set of recommendations supported by the literature as it stands.

The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement.