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Children and COVID-19 Research Library

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

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Education on hold. A generation of children in Latin America and the Caribbean are missing out on schooling because of COVID-19

More than seven months into the pandemic, COVID-19 is putting on hold the education of over 137 million children in Latin America and the Caribbean. Children in the region have already lost on average four times more days of schooling compared to the rest of the world. While schools are gradually reopening in several parts of the world, the vast majority of classrooms are still closed across the region.  Over one-third of all countries in Latin America and the Caribbean have yet to set a date for school reopening.

UNICEF data show that in a region long characterized by high levels of inequality, COVID-19 has exacerbated deep inequities in the availability of education. Although much is at stake, there is also a significant opportunity. By protecting and boosting investments in public education, governments can “build back better,” laying the foundation for education systems that offer children not only improved learning but a safer, more resilient environment than existed before the pandemic.

Adolescents’ experiences of covid-19 and the public health response in urban Dhaka, Bangladesh

AUTHOR(S)
Erin Oakley; Sarah Baird; Mohammad Ashraful Haque (et al.)

Institution: Gender and Adolescence Global Evidence
Published: October 2020
This fact sheet is a rapid snapshot of adolescents’ knowledge and attitudes towards covid-19 and presents key findings on the impact of covid-19 across GAGE’s capability domains: education and learning; health, nutrition, and sexual and reproductive health; psychosocial well-being; economic empowerment; voice and agency; and bodily integrity. This factsheet presents findings from GAGE’s ongoing longitudinal survey in Dhaka, Bangladesh, one of the most densely populated cities in the world, which follows 780 boys and girls in two cohorts (ages 10–12 and 15–17 at baseline in 2017). These adolescents come from three sites in Dhaka, including two peri-urban slum areas and one low income settlement in Dhaka.
Minding our minds during COVID-19: helping school going children manage their mental health
Institution: UNESCO - New Delhi Office
Published: October 2020
In India, due to the closure of all schools, colleges and other learning institutions, more than 320 million students have been affected1. Out of these students, 247 million are enrolled in elementary and secondary education, while 28 million had been attending pre-school education. In addition to these numbers, more than  6 million girls and boys were already out of school before the advent of COVID-19. This guide is designed for principals, head teachers, teachers and parents to help school-going children maintain their mental health and wellness during these difficult times.
Cite this research | Open access | No. of pages: 70 | Language: English | Topics: Mental Health, Education | Tags: adolescents, education, mental stress | Countries: India | Publisher: UNESCO - New Delhi Office
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COVID-19 and Girls’ Education in East Asia and Pacific
Institution: UNICEF - East Asia and Pacific
Published: October 2020 UNICEF Publication
This brief summarizes the impact of COVID-19 on the education of girls in countries across the East Asia and Pacific region and proposes considerations for national stakeholders and policy makers in their school reopening efforts and beyond. The Brief also highlights and provides specific examples of UNICEF’s programmatic interventions to ensure that girls are not left behind in the efforts to reimagine more inclusive and equitable quality education systems after COVID-19.
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What have we learnt? Findings from a survey of ministries of education on national responses to COVID-19
Institution: UNESCO, *UNICEF, The World Bank
Published: October 2020 UNICEF Publication
According to this new report published by UNESCO, UNICEF and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.
Cite this research | Open access | No. of pages: 51 | Language: English | Topics: Education | Tags: COVID-19 response, education, government policy | Publisher: UNESCO, *UNICEF, The World Bank
Adolescents’ experiences of covid-19 and the public health response in urban Ethiopia

AUTHOR(S)
Sarah Baird; Joan Hamory; Nicola Jones (et al.)

Institution: Gender and Adolescence Global Evidence
Published: September 2020
This factsheet provides a rapid snapshot of adolescents’ knowledge and attitudes towards covid-19 in Ethiopia and presents key findings on the impact of covid-19 across GAGE’s six focal capability domains: education and learning; health, nutrition, and sexual and reproductive health; psychosocial well-being; economic empowerment; voice and agency; and bodily integrity.
Adolescents’ experiences of covid-19 and the public health response in Jordan

AUTHOR(S)
Sarah Baird; Nicola Jones; Agnieszka Małachowska (et al.)

Institution: Gender and Adolescence Global Evidence
Published: September 2020
Covid-19 has rapidly disrupted the lives of individuals across the globe. While the direct health effects are largely concentrated among the elderly, the virus will almost certainly have multidimensional effects on young people’s well-being in both the short and long term. This factsheet is part of a cross-country series designed to share emerging findings in real time from quantitative interviews with adolescents in the context of covid-19. The young people involved are part of the Gender and Adolescence: Global Evidence (GAGE) programme’s longitudinal research in East Africa, the Middle East and South Asia. This factsheet is a rapid snapshot of adolescents’ knowledge and attitudes towards covid-19 in Jordan and presents key findings on the impact of covid-19 across GAGE’s capability domains: education and learning; health, nutrition and sexual and reproductive health; psychosocial well-being; economic empowerment; voice and agency; and bodily integrity.
Fiscal responses to education and training in the context of COVID-19
Institution: UNESCO
Published: September 2020
This paper aims to assess to what extent education has been addressed in massive governments' fiscal responses being taken since the outbreak of the COVID-19 pandemic and to make a case for sustained investment in education and training.
‘People won’t die due to the disease; they will die due to hunger’: exploring the impacts of covid-19 on Rohingya and Bangladeshi adolescents in Cox’s Bazar

AUTHOR(S)
Silvia Guglielmi; Jennifer Seager; Khadija Mitu (et al.)

Institution: Gender and Adolescence Global Evidence
Published: August 2020
In order to inform the Bangladeshi government’s response and that of its humanitarian and development partners in Cox’s Bazar, it is essential to supplement the existing evidence base with a focus on adolescent girls and boys, given the likelihood that containment measures will have multidimensional effects on young people’s well-being in the short and medium term. This policy brief draws on virtual research findings carried out with adolescent girls and boys in May and June 2020 and also presents priority policy and programming implications.
‘I have nothing to feed my family…’: covid-19 risk pathways for adolescent girls in low- and middle-income countries

AUTHOR(S)
Nicola Jones; Agnieszka Małachowska; Silvia Guglielmi (et al.)

Institution: Gender and Adolescence Global Evidence
Published: August 2020

Unlike the H1N1 influenza virus, to which younger people were relatively more susceptible, and Ebola, where adolescents were at greater risk than younger children but at lower risk than the most-affected age group (35–44 years), the demographic burden of covid-19 is highly skewed towards older persons aged 70 and over. Age-disaggregated statistics suggest that adolescents are least likely to be hospitalised and to die from covid-19. Young people have typically been portrayed in the mainstream media as ‘part of the problem’ – as both vectors of the disease and as reluctant to adopt preventive measures, rather than as key actors to be proactively included in the emergency and recovery responses.  As the spike in unemployment and predictions of global recession underline, Covid-19 is not only an unprecedented health crisis but also a profound economic and social one. This is the first in a series of briefs. It focuses on the short-term effects of covid-19 and associated lockdowns on adolescent girls and boys in LMICs. The next brief will focus on the effects of the pandemic six months after lockdowns.

Learning from youth in West Africa in COVID-19
Published: August 2020
When speaking about the impact of COVID-19 on their lives, young women and young men prioritize different areas. Young women are more likely to speak to the importance of COVID-19’s impact on education, food, and safety. Both young women and young men prioritize impacts on income, but for young men, this is a much bigger concern. Only young women are raising concerns about access to information, implying that this is a bigger obstacle and gap for young women than it is for young men.
COVID-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss

While remote learning measures are essential for mitigating the short-term and long-term consequences of COVID-19 school closures, little is known about their impact on and effectiveness for learning.

This working paper contributes to filling this gap by: 1. Exploring how disrupted schooling may affect foundational learning skills, using data from MICS6 (Multiple Indicator Cluster Surveys - round 6) in 2017–2019; 2. Examining how countries are delivering and monitoring remote learning based on data from the UNESCO-UNICEF-World Bank’s National Education Responses to COVID-19 School Closures survey; and 3. Presenting promising key practices for the effective delivery and monitoring of remote learning.

Psychological effects of COVID-19 pandemic on society and its reflections on education

AUTHOR(S)
Muhammed Akat; Kasım Karataş

Published: August 2020   Journal: Turkish Studies
In this study, the possible psychological effects of COVID-19 on children, youth, elderly people and healthcare staff were discussed in the light of theoretical information. In order to minimize negative psychological effects, some recommendations were presented.
COVID-19: A reason to double down on investments in pre-primary education
This paper summarizes the recent UNICEF analysis on investing in early childhood education in developing countries. It provides a benefit-cost analysis of investments in pre-primary education in 109 developing low- and middle-income countries and territories, using data from 2008 to 2019.
COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children

Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging good practices.

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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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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.