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Children and COVID-19 Research Library

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

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16 - 30 of 237
Caminito de la escuela: consulta a niñas, niños y adolescentes
Institution: Comisión de Derechos Humanos de la Ciudad de México
Published: August 2021

Consultation #CaminitodelaEscuela of the Mexico City Human Rights Commission is a second exercise of participation aimed at knowing the opinion of children and adolescents in the context of the SARS-CoV-2 virus pandemic. Specifically, this consultation is aimed at knowing your opinion on the return to school in person. #CaminitodelaEscuela consisted, on the one hand, of a brief questionnaire to know if the girls, boys and adolescents want to return to face-to-face classes, as well as which
they consider it to be the main fear related to it. The questionnaire was disseminated online


Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States

AUTHOR(S)
Elizabeth A. Steed; Ngoc Phan; Nancy Leech (et al.)

Published: August 2021   Journal: Journal of Early Intervention
This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.
Examining the impact of COVID-19 pandemic on online education: reviewing the Indian schooling system based on the perspective of major Indian e-tutoring platforms

AUTHOR(S)
Vivek Suneja; Shabani Bagai

Published: August 2021   Journal: Vision: The Journal of Business Perspective
The COVID-19 pandemic has halted the typical schooling methodology and forcibly shifted the mode of learning online. This article investigates into the inherent concerns faced by the Indian education system and strategizes ways in which online methods could plug the gaps in India. The spiralling growth witnessed by the major supplemental educational providers testifies the acceptability of a blended approach in India. The literature review highlights how the education process could be more effective based on their strategies, perspectives and benefits.
Let them do PE! The becoming of Swedish physical education in the age of COVID-19

AUTHOR(S)
Seguya Kamoga; Valeria Varea

Published: August 2021   Journal: European Physical Education Review
Sweden received worldwide attention for its approach to managing the COVID-19 pandemic. Notably, throughout the pandemic, Sweden was one of the few countries that did not implement any lockdown measures. This meant that primary schools remained open and classes proceeded as usual, including the delivery of physical education (PE). This paper explores PE teachers’ perceptions of the effects of the COVID-19 pandemic on Swedish PE. Data were collected through semi-structured interviews with seven PE teachers. Results suggest that teaching PE during COVID-19 has led to disparate challenges and changes for teachers, including modifications in context, content, roles and responsibilities, as well as the handling of issues concerning physical contact and proximity among students and teachers. The conclusions of this study reveal that in the midst of the COVID-19 pandemic, the parameters of PE in Sweden are changing more rapidly now than ever before. Understanding how the pandemic has impacted the subject of PE and its delivery might create opportunities for further discussions, possible solutions and subsequent necessary adjustments in dealing with the ongoing COVID-19 situation.
Students’ frequency of access to school library materials in transformative times

AUTHOR(S)
Rita Reinsel Soulen; Lara Tedrow

Published: August 2021   Journal: Journal of Librarianship and Information Science
The COVID-19 pandemic triggered many school and school library closures, resulting in shifts to online and/or hybrid instruction and limited school library access. This survey of parents of PreK–12 students (aged 2–18 years) investigated students’ frequency of access to school library materials prior to (T1), during (T2), and predicted after (T3) the pandemic (n = 230). Demographics such as age, gender, race, and ethnicity and other factors such as household income, community type, geographic location, type of school, school environment, and number of books in home were collected. Frequency of access to school library materials was compared at T1, T2, and T3 by demographic and other factors.
Student and teacher evaluation of a school re-entry program following the initial Covid19 lockdown

AUTHOR(S)
Michele Capurso; Livia Buratta; Chiara Pazzagli (et al.)

Published: August 2021   Journal: Canadian Journal of School Psychology
The Covid19 pandemic raised concerns regarding millions of children’s mental health. For schools, the real challenge has been how to manage the situation in terms of education and development. The present investigation was carried out to evaluate a school re-entry program that supported teachers and students with activities aimed at processing emotions and lockdown experiences in their classrooms. Results show that the program was well perceived and was associated with a consequent reduction in children’s state anxiety and negative emotions.
Chinese adolescents’ rebellion during the COVID-19 pandemic: discipline and resistance in online compulsory education

AUTHOR(S)
Jindong Liu; Biying Wu; Jiayu Qu

Published: August 2021   Journal: Education and Information Technologies
To tackle the debate surrounding the tension between knowledge and power in online education for adolescents and between freedom and control at large, this study examines how disciplinary power was exercised and resisted in a Chinese setting of online compulsory education during the COVID-19 outbreak in 2020. Overall, 60 participants, including students (from Grade 7 to 12), their parents, and teachers joined in our focus groups or individual interviews in a secondary school in Xi’an, China. By following Foucault’s concepts of three techniques of disciplinary power: hierarchical observation, normalizing judgement and examination, this study identified four themes based on the data: (1) diminished discipline with the dissolving boundary, (2) reconfigured disciplinary power by teachers, (3) self-discipline as a vital skill, and (4) online compulsory education as a future trend. Interpretations from the Foucauldian perspective were presented, suggesting that most adolescents depend upon more external disciplines from schools and teachers, while only a few may achieve autonomy through self-discipline.
A mixed-methods study of early childhood education and care in South Korea: policies and practices during COVID-19

AUTHOR(S)
Hae Min Yu; Yu Jin Cho; Hyun Jeong Kim (et al.)

Published: August 2021   Journal: Early Childhood Education Journal
This study of South Korea's response to COVID-19 has three purposes. First, it uses document analysis to examine policies, strategies, and resources offered by the South Korean government and public organizations to support young children and families during the first 6 months of the pandemic. Next, it uses open-ended surveys with 30 directors of early childhood institutions to explore institutional-level supports and needs during the pandemic. Finally, it looks at the discrepancies between stated policies outlining the South Korea’s response to COVID-19 and the lived experiences of early childhood educators as a route to arriving at recommendations for education policymakers and other stakeholders.
COVID-19 learning losses: early grade reading in South Africa

AUTHOR(S)
Cally Ardington; Gabrielle Wills; Janeli Kotze

Published: August 2021   Journal: International Journal of Educational Development
Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. This study found that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted.
Distance education for d/deaf and hard of hearing students during the COVID-19 pandemic in Saudi Arabia: challenges and support

AUTHOR(S)
Faisl M. Alqraini; Khalid N. Alasim

Published: August 2021   Journal: Research in Developmental Disabilities

On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. This prompted many countries, including Saudi Arabia, to suspend students’ attendance at schools and to start distance education. This sudden shift in the educational system has affected students’ learning, particularly for d/Deaf and hard-of-hearing (d/Dhh) students, who have unique language and communication needs. This study explores the challenges and support methods for d/Dhh students during their distance education in Saudi Arabia.

Health equity, schooling hesitancy, and the social determinants of learning

AUTHOR(S)
Meira Levinson; Alan C. Geller; Joseph G. Allen (et al.)

Published: August 2021   Journal: The Lancet Regional Health - Americas
At least 62 million K-12 students in North America—disproportionately low-income children of color— have been physically out of school for over a year due to the COVID-19 pandemic. These children are at risk of significant academic, social, mental, and physical harm now and in the long-term. We review the literature about school safety and the conditions that shape families’ and teachers’ choices to return to in-person schooling. We identify four causes of schooling hesitancy in the U.S. even where schools can be safely reopened: high community transmission rates; the politicization of school re-openings; long-term racialized disinvestment in urban districts; and parents’ rational calculations about their family's vulnerability due to the social determinants of health.
Persistent inequality and COVID-19 holding back young people in Vietnam: evidence from the Listening to young lives at work COVID-19 phone survey

AUTHOR(S)
Kath Ford; Nguyen Thang; Le Thuc Duc

Published: August 2021

This policy brief looks at the impact of COVID-19 on the lives of young people in Vietnam, particularly those from poor households, remote and rural communities, and ethnic minority groups. While Vietnam was successful in containing the spread of COVID-19 during 2020, the recent surge in infection rates and new restrictions are likely to have significant and worsening economic and social impacts for young people. This brief focuses on the broader economic and social impacts of the pandemic, presenting findings from the Listening to Young Lives at Work COVID-19 phone survey conducted in the second half of 2020 (Favara, Crivello et al. 2021). It highlights findings from Vietnam alongside comparative analysis with the other three Young Lives study countries (Ethiopia, India and Peru), to ensure that lessons learned from countries grappling with different stages of the pandemic inform the policy recommendations. Three key areas of impact are covered: interrupted education and inequality in learning outcomes; increased domestic work, particularly for girls and young women; and current and potential longer-term mental health and well-being implications.

The challenges of inequality and COVID-19 for young people in Peru: evidence from the listening to young lives at work COVID-19 phone survey

AUTHOR(S)
Kath Ford; Santiago Cueto; Alan Sanchez

Published: August 2021

This policy brief looks at the impact of COVID-19 on the lives of adolescents and young people in Peru as they transition into adulthood, focusing on how widening inequalities are hitting those from disadvantaged backgrounds hardest. Peru continues to suffer one of the highest per capita COVID-19 death rates in the world, despite an initial strict national lockdown between March and June 2020, and subsequent regional lockdowns between July and September 2020. A second set of regional lockdowns, and new related restrictions, have been introduced since January 2021, in response to an even more devastating second wave of infections. This brief investigates the broader economic and social impacts of the pandemic, presenting policy recommendations based on findings from the Listening to Young Lives at Work COVID-19 phone survey, conducted in the second half of 2020. It focuses on five key areas of impact: interrupted education and inequality in learning outcomes; unequal access to decent jobs; worsening mental health and well-being; specific implications for girls and young women, including increased domestic work burdens; and increasing risk of domestic violence. It is part of a series of national policy briefs drawing on findings from our 2020 COVID-19 phone survey.

Building resilient education systems beyond the COVID-19 pandemic: second set of considerations: version July 2021

AUTHOR(S)
Laetitia Antonowicz; Parmosivea Soobrayan; Sarah Fuller

Institution: *UNICEF
Published: August 2021

Education has been significantly disrupted in Europe and Central Asia due to the COVID-19 pandemic. Unequal access to and varied quality of remote and hybrid learning during the first 18 months of the pandemic have slowed students’ learning and widened equity gaps between students. The pandemic has also significantly impacted the well-being and mental health of students, teachers and parents. UNICEF has advocated for schools to be among the last institutions to close and the first to reopen when it is safe to do so and has called for joint coordination across sectors and partners to keep schools open and children, teachers and families safe. This document, Building resilient education systems beyond the COVID-19 Pandemic: Second set of considerations for school reopening, aims to support education decision-makers at national, local and school levels to plan for education recovery and normalisation following the 2020 school closures and continuing education disruption in 2021. It provides a set of considerations to address the most pressing priorities and mitigate the most significant risks to ensure that all children and young people participate in high-quality, inclusive and safe learning. The Considerations apply to access, learning, well-being, safety in schools and nutrition.

Covidian education: an enquiry into Arab culture

AUTHOR(S)
Abdulrahman Essa Al Lily; Ahmed Ali Alhazmi; Fathi Mohammed Abunasser (et al.)

Published: August 2021   Journal: Technology in Society
This article constructs a cultural framework for Arab education amid the COVID-19 pandemic. Such education occurs inside private homes, raising privacy-related methodological challenges to research. To bypass these, numerous researchers were recruited to collect qualitative data from within the homes of friends and relatives. They collected large-scale data (2304 observations and 1292 interviews) and examined 1422 initiatives taken to facilitate education during the pandemic. In addition, they scrutinised 1390 relevant witticisms, on the basis that the humour of a culture is an indicator of public feeling.
16 - 30 of 237

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.