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Children and COVID-19 Research Library

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

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346 - 360 of 383
Online learning during lockdown period for COVID-19 in India

AUTHOR(S)
Pravat Kumar Jena

Published: May 2020
This article emphasizes on how online learning is beneficial during times of crises like work absences or pandemics. Therefore, some tools and techniques for online learning which can ensure the continuity of learning are highlighted.
Cite this research | No. of pages: 82-92 | Language: English | Topics: Education | Tags: educational policy, online learning, social distance | Countries: India
How COVID-19 is changing the world: A statistical perspective

This report has been compiled jointly by 36 international organizations, under the aegis of the Committee for the Coordination of Statistical Activities (CCSA).
It covers different aspects of public and private life from economic and environmental fluctuations to changes that affect individuals in terms of income, education, employment and violence and changes affecting public services such as civil aviation and postal services. The report also puts a spotlight on the affects for some sub-population groups like women and children as well as geographical regions. Children already left behind will likely bear the brunt of the pandemic’s impact, whether through missing out on life-saving vaccinations, increased risk of violence, or interrupted education. Many children, especially those in the poorest households and the poorest parts of the world, risk losing their lives to pneumonia, diarrhoeal diseases, malaria, HIV and other preventable diseases unless urgent action is taken to mitigate the spread of COVID-19.

 

School Closure and Management Practices During Coronavirus Outbreaks Including COVID-19: A Rapid Systematic Review

AUTHOR(S)
Russel Viner; Simon Russel; Helen Croker (et al.)

Published: May 2020   Journal: The Lancet Child & Adolescent Health
In response to the coronavirus disease 2019 (COVID-19) pandemic, 107 countries had implemented national school closures by March 18, 2020. It is unknown whether school measures are effective in coronavirus outbreaks (eg, due to severe acute respiratory syndrome [SARS], Middle East respiratory syndrome, or COVID-19). This systematic review seeks to identify what is known about the effectiveness of school closures and other school social distancing practices during coronavirus outbreaks. Data from the SARS outbreak in mainland China, Hong Kong, and Singapore suggest that school closures did not contribute to the control of the epidemic. Modelling studies of SARS produced conflicting results. Recent modelling studies of COVID-19 predict that school closures alone would prevent only 2–4% of deaths, much less than other social distancing interventions. Policy makers need to be aware of the equivocal evidence when considering school closures for COVID-19, and that combinations of social distancing measures should be considered. Other less disruptive social distancing interventions in schools require further consideration if restrictive social distancing policies are implemented for long periods.
Cite this research | Open access | Vol.: 4 | Issue: 5 | No. of pages: 5 | Language: English | Topics: Education | Tags: children, COVID-19, school attendance, schools
Impacts of COVID-19 on Vulnerable Children in Temporary Accommodation in the UK

AUTHOR(S)
Diana Margo Rosenthal; Marcella Ucci; Michelle Heys (et al.)

Published: May 2020   Journal: The Lancet Public Health
There is no doubt that coronavirus disease 2019 (COVID-19) has huge economic implications as highlighted by the media, but there are also a myriad of considerable direct and indirect health, social, and educational consequences for children and families experiencing homelessness, while living in temporary or insecure accommodation (eg, staying with friends or family, sofa surfing, shelters, bed and breakfast lodging). In particular, young children (aged ≤5 years) living in temporary accommodation have an invisible plight that might not seem obvious to many people because they are not on the streets as homeless (eg, rough sleepers), but are perhaps the most susceptible to viral infection because of pre-existing conditions (eg, diabetes, asthma, epilepsy, anxiety, depression).1 Additionally, these children rarely have the ability to self-isolate and adhere to social distancing, with previous extreme inequalities and inequities in accessing health care becoming exacerbated.
COVID-19 Risks to Children's Health and Nutrition
Institution: World Vision Int'l-USA
Published: May 2020
The COVID-19 pandemic is putting millions of children at heightened risk, and jeopardising their immediate and long-term health and well-being. As countries around the world battle to prevent, contain and respond to COVID-19, it is critical that their efforts reach those most vulnerable and ensure primary health care  is continued and accessible to all. All stakeholders must take proactive measures to mitigate the impacts of COVID-19 on children’s health and nutrition, and response efforts should consider vulnerable children’s needs and rights. Based on extensive experience working with children, families and communities in emergencies, including epidemics, World Vision outlines a number of recommendations for Governments, UN Agencies, Donors, NGOS, Private Sector, and Faith Leaders. 
COVID-19 & Disruptions to Education
Institution: World Vision Int'l-USA
Published: May 2020
The COVID-19 pandemic is wreaking unprecedented havoc on the lives of millions, creating devastating impacts on children, families and communities around the world. This brief focuses on the pandemic’s impact on children’s education, which cannot be overstated. COVID-19 related school and university closures have disrupted the education of more than 1.5 billion learners—over 90% of the world’s student population.
Supporting Schools to Provide Safe Online learning Experience
Published: May 2020   Journal: End Violence Against Children

Across the world, COVID-19 and resulting isolation measures have taken more than 1.5 billion children out of the classroom. Most of those children are now learning online – and while digital solutions are essential to maintaining children’s education, they may also be increasing their exposure to online risks. Today, partners from the Safe to Learn coalition issued guidance for facilitating safe, effective online learning experiences for children during COVID-19. This guidance is directed at education ministries as they develop policies and resources to support schools in providing a safe online learning experience.

Learning at home during COVID-19: effects on vulnerable young Australians

AUTHOR(S)
Natalie Brown; Kitty Te Riele; Becky Shelley (et al.)

Institution: University of Tasmania, Peter Underwood Centre
Published: April 2020
Nearly half the national school student population is at risk of having their learning and wellbeingsignificantly compromised by not being at school because they are in a vulnerable group, due to their young age; social disadvantage; specific needs; or family employment context. As soon as health restrictions permit there is an urgent need to reconnect these students to the physical context of school-based learning to support their learning and wellbeing outcomes. Concurrently there is a need to invest rapidly in developing significant capability in schools to deliver education both online and on-site
Girls' education and COVID-19: what past shocks can teach us about mitigating the impact of pandemics

AUTHOR(S)
Lucia Fry; Philippa Lei; Naomi Nyamweya (et al.)

Institution: Malala Fund
Published: April 2020

This report uses insights from the 2014-15 Ebola epidemic and the 2008 global financial crisis to understand the short- and long-term consequences of COVID-19 for girls. Following the Ebola outbreak and school closures in Sierra Leone, Guinea and Liberia, enrolment rates for girls dropped. Increased rates of poverty, household responsibilities, child labour and teenage pregnancy as well as restrictive school policies prevented many girls from returning to the classroom. The epidemic also reduced funding for education as governments diverted funds to public health and put a strain on the preexisting teacher shortage. Girls' education and COVID-19 suggests how governments and international institutions can mitigate the effects of the current pandemic and help girls return to school, including finding ways to keep girls learning during the pandemic, factoring in gender when planning for reopening schools and making sure that education systems have adequate financing in the post-crisis months and years.

Delivering distance learning in emergencies: a review of evidence and best practice

AUTHOR(S)
Emily Morris; Anna Farrell; Abagail Todd

Published: April 2020
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.
Overview of emerging country-level response to providing educational continuity under COVID-19: what's working? what isn't?

AUTHOR(S)
Chris Joynes; Emma Gibbs; Kate Sims (et al.)

Published: April 2020
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.
Girl-focused life skills interventions at a distance

AUTHOR(S)
Tal Rafaeli

Institution: Institute of Development Studies
Published: April 2020
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and non-emergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review.
The social and economic impact of Covid-19 in the Asia-Pacific region
Institution: UNDP - United Nations Development Programme
Published: April 2020
The COVID-19 pandemic and the associated economic crisis are posing huge challenges, raising many unknowns and imposing wrenching trade-offs. Both crises are global, but their impacts are deeply local. The policy response to both crises needs to be rapid, even if it is rough around the edges. But countries cannot pull this off on their own—the global crises require global solidarity and coordination.
Supporting continued access to education during COVID-19: emerging promising practices
Institution: UNHCR - United Nations High Commissioner for Refugees
Published: April 2020

The COVID-19 pandemic has led to an unprecedented situation whereby schooling has been disrupted for almost 1.6 billion children and youth as governments enforce total or partial closures of schools in efforts to contain the spread of the virus. Higher education institutions have also suspended classes. As of late April, UNESCO estimates that 91% of those enrolled in formal education programmes have been affected. The closure of schools, universities, technical and vocational training institutes has also affected refugee learners and students. In these challenging times, displaced and refugee students are at a particular disadvantage and there is a risk that progress in increased enrolment may be eroded. The suspension of school feeding programmes could affect the nutrition and health status of refugee children and youth. Lessons drawn from other pandemic responses that included extended school closures have shown that girls are less likely to return to school and are at greater risk of falling behind1. As many governments move to at-home learning modalities, many refugees are disadvantaged as they experience uneven access to distance education and online learning opportunities and hardware, and do not have access to support services such as language classes.

Investing in the early years during COVID-19
Institution: The World Bank
Published: April 2020
Young children need comprehensive nurturing care which includes good health, adequate nutrition, early learning opportunities, responsive caregiving, and safety and security. Severe, lifelong impacts can result from deprivations during the early years if children do not have these critical inputs to ensure optimal child development. The World Bank’s Investing in the Early Years framework lays out three pillars to ensure children reach their full potential: i. Children are healthy and well-nourished, especially in the first 1,000 days ii. Children receive early stimulation and learning opportunities and iii. Children are nurtured and protected from stress. In the following three pages, we set out specific risks that children face under each of these pillars due to the COVID-19 (Coronavirus) crisis, together with response options, potential platforms and country examples. While health and nutrition are key elements of the COVID-19 (Coronavirus) emergency response and are more likely to be addressed immediately, empowering parents to provide warm and responsive caregiving and ensuring safety and security of young children and early learning opportunities for young children is essential and risks falling through the cracks.
346 - 360 of 383

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.