Children and COVID-19 Research Library

While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, 31 parents of children with disabilities were interviewed as part of a larger interview study of U.S. parents of children in grades K–12. This article analyzes these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. It finds that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely.

The Care, Coping and Connection under COVID-19 report presents findings from a phone survey with 500 couples in Rwanda, examining the impact of the pandemic on stress, caregiving, and family relationships. The study builds on a randomized controlled trial of the Bandebereho intervention to examine the longer-term (five-year) impact of the intervention on participating families. The data suggest that while the pandemic has been hard on many families, Bandebereho participants have tended to fare better than those in the control group, suggesting long-lasting impacts of the intervention on key outcomes related to men’s engagement in care work and on couple and family relations.

Over a billion students around the world have been affected by school closures in the past year and a half (March 2020 to August 2021) due to the COVID-19 pandemic. The persistence of the pandemic and the severity of the risks posed by the disruption of education necessitate a strong understanding of the present state of girls’ education in East Africa. This study aimed to understand the current problems posed by COVID-19 for girls’ education in Kenya, Tanzania, and Uganda; identify the gaps in understanding with regard to these problems; and illuminate solutions. The study is based on a rapid desk review of peer-review and grey literature, coupled with nearly 30 key informant interviews with a range of East African organizations working on education and/or gender issues. These methods were complemented by an interactive, participatory workshop during which interviewees and other education stakeholders validated and supplemented the initial study results. Key findings from the study are summarized below

With the COVID-19 crisis continuing to evolve, evidence on the effectiveness of short-term emergency-oriented responses and long-term mitigation strategies is expanding but still limited. There are, and will continue to be, substantial evidence gaps on programming to address risk across outcomes of importance to adolescent girls. More evidence is needed to slow the risks posed by the pandemic for this sub-population, which can help guide gender- and age-responsive prevention and impact mitigation investments. Evidence from approaches delivered in other unstable contexts may offer important lessons for decision-making in the current context. Recognizing this, the Population Council conducted a structured review of existing evidence collected prior to the pandemic, across low- and middle-income country contexts (under the auspices of the Adolescent Girls Investment Plan, AGIP1 ).

Poor learning remains a central challenge in Bangladesh despite considerable progress in advancing schooling access and reducing gender gaps in education. The learning crisis is feared to have been exacerbated during extended school closures and limited alternative opportunities for schooling during the COVID-19 pandemic. This brief summarizes findings on learning loss among adolescent girls during the pandemic in rural Bangladesh.

Covid-19 has had an enormous impact on education at every level all over the world. In many East and Southern African countries, the experience of the pandemic followed the effects of measures to slow the spread of Covid-19 severely effecting Africa’s education system. African countries dealt with the pandemic and are working to mitigate its effect on their education systems. This report, and the study findings behind it, provides a unique insight into the perspectives of girls, education actors and experts regarding the impact of the Covid-19 pandemic on education in five countries of Egypt, Zambia, Zimbabwe, Uganda and Rwanda. It recognizes that the continued closure of schools has exposed millions of young women and adolescent girls to increasing protection risks and severely threatens their futures are girls out of schools are less likely to resume.

Every child deserves to reach her or his full potential wherever they live. Yet, achieving positive child well-being outcomes remains a challenge globally. COVID-19 has further exacerbated children’s existing vulnerabilities and amplified inequalities, especially in fragile contexts. As part of its mandate to help the most vulnerable children achieve their full potential, World Vision focuses on child well-being programmes that aim to improve key child well-being outcomes. Ten years of conflict in Syria have aggravated gender inequalities and the risks of violence for women and girls inside and outside the country. To increase the focus on gender-responsive programmes that respond to the strategic needs of women, World Vision (WV) Syria Response conducted a piece of research that aimed to better understand the connection between Syrian mothers’ and children’s well-being and identify impactful approaches that effectively address both. Specifically, the research explored women’s empowerment and children’s well-being factors in Syria and selected host countries. It looked at how women’s socio-demographic factors and empowerment components influence physical, emotional, mental, and psycho-social child well-being. A cross-sectional observation methodology was developed using convenience sampling in Northwest Syria (NWS) and Government of Syria (GoS) areas, Jordan, and Turkey. The research targeted World Vision’s beneficiary children living in structured families and their mothers. The survey results were complemented key informant interviews (KIIs) with mothers and their children.

A snapshot survey carried out by Save the Children in 6 countries where schools have reopened, shows that 18 months into the COVID-19 pandemic, up to 1 in 5 of the most vulnerable children have not returned. This is not typically because of fear of the virus itself, but a direct result of child labour, child marriage, financial hardship, relocation and other consequences of the pandemic – and girls are particularly at risk. 1 in 5 children at schools we surveyed have not returned to school and are at risk of dropping out for good – with potentially devastating consequences for their lives and their country’s future. Eighteen months into this crisis, the clock is ticking to get millions of children back to school. We must act now and invest in getting the world’s children safely back to school, to ensure that generations of the most vulnerable children are not left behind.

Save the Children’s South Sudan country office held consultations with children to explore the impact of hunger, flooding, and the COVID-19 pandemic on their lives. Throughout 2020 and 2021, Save the Children has been providing humanitarian assistance to children and communities affected by these disasters, striving to support them through extremely challenging times. Our children’s consultations were aimed at exploring children’s views of Save the Children’s response so far, and the wider humanitarian response in the region. Their answers, detailing how they deal with hunger and its effects on them, their families, and communities, will help us to understand and document how children’s voices, needs, priorities, and recommendations should be included in the local humanitarian response. This assessment also gives us an overview of how children are involved in decision-making processes, and to what extent we are addressing their needs.

This research study evaluates the impact of the COVID-19 emergency on Save the Children’s use of feedback from adults and children in Bangladesh. It examines the impact of Covid-19 and the ways in which approaches to feedback inform Save the Children’s decision-making at a time of particular global challenge. The report’s findings are intended to serve as a useful, rapidly-realised tool for organisational learning and to support Save the Children as it continues to serve displaced populations in Bangladesh and globally.

Since 2016, absolute poverty (when a person cannot afford basic food, clothing, medical care and adequate housing) among families with children has decreased. However, due to the COVID-19 pandemic and the economic and social crisis, the problem of child poverty in Ukraine has worsened. Growing up in poverty is a violation of children’s rights, and a failure of nations to protect their future. Other countries have proved that we can reduce child poverty, if not completely overcome it. This task requires cooperation at all levels. First of all, in order to understand the gravity of the problem and recognize what mechanisms can help to solve it, we need proper monitoring and analysis. That's why the UN Children's Fund (UNICEF) analyzed child poverty in Ukraine and, based on the results, developed recommendations that could help to reduce child poverty. The report aims to shed light on the specific challenges faced by Ukrainian children when experiencing poverty. The unique needs of young Ukrainians should be at the heart of the National Poverty Reduction Strategy. One hundred and 93 members of the United Nations have committed to reducing child poverty under the Sustainable Development Goals. We are glad to know that Ukraine is amongst those countries.

As the pandemic amplified inequalities in education, the need to leverage the potential of rapid technological change and digital connectivity in support of the Sustainable Development Goals (SDGs) became evident. Technology can introduce agile ways of delivering education services, but to leave no one behind and efficiently use resources, it is critical to engage partners as success can only be achieved when governments, the private sector, civil society and other stakeholders work towards a common goal. The Global Education Coalition (GEC), with 200 partners operating in 112 countries, is deploying cross-country missions and conducting large-scale data collection and advocacy. The Coalition is a community committed to responding to the COVID-19 crisis, building resilience, and reimagining education to leave no one behind, in line with SDG 4.

Schools across the Middle East and North Africa (MENA) region have started to emerge from the lockdowns imposed by the COVID-19 pandemic. Seventeen countries have resumed the 2021-2022 academic year, combining both in-person and remote learning. These are Algeria, Bahrain, Djibouti, Egypt, Iran, Jordan, Kuwait, Morocco, Oman, the State of Palestine, Qatar, Kingdom of Saudi Arabia (KSA), Syria, Sudan, Tunisia, United Arab Emirates (UAE) and Yemen. The three countries that have not yet opened their schools are: Iraq (excluding the Kurdistan Region of Iraq which reopened schools on 14 September, the rest of the country is expected to reopen on 1 November), Lebanon (some public schools partially opened the morning shift but not yet the afternoon shift for Syrian refugees) and Libya (announced that schools will reopen on 11 November).

The dual challenges of the climate crisis and COVID-19 pandemic compound on each other and are disproportionately impacting children in East Asia and Pacific. This calls for ambitious climate actions that help advance climate justice for current and future generations of children and support a green and inclusive recovery from the COVID-19 pandemic. As stated by the UN Secretary-General António Guterres, the pandemic recovery is “a profound opportunity” to steer the world on “a path that tackles climate change, protects the environment, reverses biodiversity loss and ensures the long-term health and security of humankind”. Unless inclusive climate-smart solutions are prioritized in the recovery phase, there is a high risk of emissions rebounding and governments locking themselves in to a carbon-intense future, leaping from the COVID-19 frying pan into the climate fire. This working paper provides an economic analysis of climate and COVID-19 recovery policy measures in East Asia and the Pacific region and makes an investment case for accelerating ambitious and inclusive climate actions through national climate policies and COVID-19 recovery measures in East Asia and the Pacific and beyond.