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Children and COVID-19 Research Library

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

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Justice-centered education amid the COVID-19 pandemic

AUTHOR(S)
Michelle E. Forsythe; Yun-Wen Chan

Published: September 2021   Journal: The Journal of Environmental Education
The COVID-19 pandemic has brought new saliency to educational efforts to ensure every person is able to make effective personal decisions and participate in civic affairs. However, social and political systems often constrain individual opportunities to enact personal decision-making. These sociopolitical contexts necessitate an increased emphasis on justice-centered education that equips students to recognize and respond to inequities in local and global contexts. This article presents three case studies of areas relevant to K-12 education to which the pandemic has drawn critical attention: how scientific knowledge changes, how decisions are made about science-based issues, and how the impacts of such decisions cascade in the environment. Collectively, these cases highlight the importance of justice-centered pedagogies for learning about complex socioscientific issues such as the COVID-19 pandemic and how transboundary justice-centered education could support the meaningful convergence of environmental education, science education, and social studies education.
Learning in the shadow of a conflict: barriers to education in Syria

AUTHOR(S)
Jiwan Said

Institution: Save the Children
Published: September 2021

The COVID-19 pandemic has exacerbated the bleak situation of education in Syria. Recurrent lockdowns and suspension of activities over 2020 and 2021 have limited children’s physical access to school and has worsened the poor economic situation across the country obliging many Syrian families to apply coping mechanisms including removing their children from schools. All of the above has resulted in an estimated 2.5 million children aged 5-17 years – one-third of the school-age population – are out of school. They are unable to exercise their basic right to education as laid out in the Convention on the Rights of the Child (1989). A further 1.6 million school-age children are at risk of being denied this right. These astonishing numbers indicate that a generation is growing up deprived of school in Syria. Those children are also more likely to suffer further violations, including falling victim to violence, child marriage, and engagement in worst form of child labour.

The COVID-19 pandemic and the rights of the child in Japan

AUTHOR(S)
Arisa Yamaguchi; Mariko Hosozawa; Ayaka Hasegawa (et al.)

Published: July 2021   Journal: Pediatrics International

Few studies have used direct reports by children to assess how the rights documented in the United Nations Convention on the Rights of the Child (CRC) have been affected during the pandemic of coronavirus disease 2019 (COVID-19). Data were obtained from the CORONA-CODOMO Survey, a web-based survey conducted from April to May 2020 in Japan, targeting children aged 7–17 and parents/guardians of children aged 0–17. This study focused on self-reports from children, including two open-ended questions asking their needs and opinions. The results were analyzed according to the five categories of rights defined by the CRC: education, health, safety, play, and participation.

Education for children's rights in Ireland before, during and after the pandemic

AUTHOR(S)
Benjamin Mallon; Gabriela Martinez-Sainz

Published: June 2021   Journal: Irish Educational Studies
This paper analyses the impact of the Covid-19 pandemic on the ‘education rights’ of children in the Irish context, with a particular focus on children's/human rights education (C/HRE). C/HRE can support children and young people to understand and explore the issues which limit people's lives and consider actions to uphold their own rights and the rights of others. The breadth and depth of the provision of HRE can be considered across ‘education about rights’ (including knowledge and understanding of human rights values, norms and frameworks), ‘education through rights’ (rights respecting educational approaches) and ‘education for rights’ (empowerment to realising and upholding rights) (UN 2011). The paper situates this framework against three additional dimensions. Firstly, it considers the children's rights issues within a historical national context. Secondly, it explores the impact of the Covid-19 pandemic on the education rights of children in Ireland. Finally, with a future orientation, the paper considers how C/HRE can strengthen education, meeting the challenges of the Covid-19 pandemic, the legacies of longstanding children's rights issues, and future human rights challenges.
Thirty years after the UNCRC: children and young people’s participation continues to struggle in a COVID-19 world

AUTHOR(S)
Patricio Cuevas-Parra

Published: January 2021   Journal: Journal of Social Welfare and Family Law
The COVID-19 pandemic has spread to more than 200 countries and territories, despite governments’ efforts to ‘flatten the curve’. The measures to respond to the COVID-19 outbreak have been perceived as retrogressive for children and young people’s rights to participation. A common denominator across countries and regions is the reduced spaces for children and young people to influence decision-making processes and policy responses associated with COVID-19. This article critically examines the meanings and implications of children and young people’s participation rights in the time of COVID-19. In particular, it explores how lockdowns and other physical distancing measures have a negative impact on social interactions, leaving behind hard-to-reach children and young people and undermining some children and young people’s rights to participate on the premise that their protection is more relevant in crisis situations. This article discusses children and young people’s perspectives on how their opportunities to be listened to during the pandemic have been restricted. The article considers children and young people’s ability to communicate online, considering how those without access to the Internet – practically half the world – are left out, and, in the end, demonstrating that this pandemic is producing and exacerbating existing inequalities.
The hidden impact of COVID-19 on child rights

AUTHOR(S)
Nicole Dulieu; Melissa Burgess; Chiara Orlassino (et al.)

Institution: Save the Children
Published: September 2020
This report is one in a series presenting findings from the Global COVID-19 Research Study. The results presented in this report focus on implications for child rights, drawing on data from our representative sample of 17,565 parents/caregivers and 8,069 children in our programme participants group. Comparisons with our general public sample are made in some places. The research presents differences in impact and needs of children by region, age, gender, disability, minority group, indicators of poverty and more.
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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.