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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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16 - 30 of 126
Impact of Covid-19 outbreak on children and women: Save the Children Somalia multi sector study
Institution: Save the Children Somalia
Published: December 2020

COVID-19 outbreak has presented an unprecedented impact on the livelihoods of millions of children and their parents around the world. The disease is spreading at an alarming rate. By 23rd July, 15 406 223 million people were infected globally and 631,030 had died of the disease. At the same time, Somalia had registered 3,161 positive cases and 93 deaths. To better understand the impact of COVID-19 on child protection, livelihoods, health, nutrition, gender, and gender-based violence (GBV), a comprehensive cross-sectional study was conducted. The study was conducted using data from 1,569 adults, 456 (235 boys and 221 girls) children aged between 12 to 17 years, in combination with 24 Key Informant Interviewees randomly selected from 17 regions (comprising 41 districts) out of the 19 regions in Somalia.

Impact of COVID-19 on child poverty, education, protection and health

AUTHOR(S)
Katarina Kotoglou

Institution: Save the Children
Published: December 2020

The COVID-19 pandemic has affected children’s lives and their rights in countries around the world. Sweeping measures such as school closures, home isolation, and social distancing have been implemented as a response to the pandemic, causing disruptions to children’s lives and impacting their right to survive, learn, and be protected.  Save the Children launched a global research study to generate evidence on how the COVID-19 pandemic and subsequent mitigation measures are affecting children’s health, nutrition, education and learning, protection and wellbeing, family incomes and jobs, and poverty. The research was implemented in 46 countries, making it the largest and most comprehensive survey of children and families during the COVID-19 pandemic to date. This report presents findings from the survey undertaken in Cambodia, between June and July 2020, with data from a sample of 730 caregivers and 730 children from the provinces of Pursat (Veal Veng district), Kampong Chhnang (Kampong Tralach) and Tboung Khmum (Ou Reang Ov district).

Learning poverty in the time of COVID-19: a crisis within a crisis

AUTHOR(S)
Joao Pedro Azevedo

Institution: The World Bank
Published: December 2020
This brief summarizes the results of simulations estimating the potential impacts of the COVID-19 pandemic in learning poverty. Of 720 million primary school age children, 382 million are learning poor, either out of school or below the minimum proficiency level in reading. COVID-19 could boost that number by an additional 72 million to 454 million. In a post-COVID-19 scenario of no remediation and low mitigation effectiveness for the effects of school closures, simulations show learning poverty increasing from 53 percent of primary-school-age children to 63 percent.
Financing the recovery from COVID-19: building education back better

AUTHOR(S)
Bob Muchabaiwa; Matthew Cummins; Abhiyan Jung Rana

Institution: UNICEF ESARO - Eastern and Southern Africa Regional Office
Published: December 2020
This working paper discusses the impacts of COVID-19 on public spending on education services in the Eastern and Southern Africa (ESA) region.In addition to projecting likely spending trends in 2020 and 2021, it offers insights on how education budgets can be safeguarded amidst competing priorities and in the face of fiscal austerity.
L'impact de la COVID-19 et Ebola chez les enfants en Republique democratique du Congo
Institution: Save the Children
Published: November 2020
The purpose of this study was to enable Save the Children to understand and identify the impact of the Covid-19 pandemic and the Ebola epidemic on children. This study, its results and recommendations will be shared with different stakeholders to adapt our responses and interventions to save thousands of children's lives.
Effect of Covid-19 pandemic on the education system in Kenya

AUTHOR(S)
Domeniter Naomi Kathula

Published: November 2020   Journal: Journal of Education

Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions . The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya.


Cite this research | Vol.: 3 | Issue: 6 | No. of pages: 31-52 | Language: English | Topics: Education | Tags: child education, educational policy, school attendance, social inequality, COVID-19 response, lockdown | Countries: Kenya
A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health

AUTHOR(S)
Kelsey M. Graber; Elizabeth M. Byrne; Emily J. Goodacre (et al.)

Published: November 2020   Journal: Child: Care, Health and Development
Amidst the coronavirus disease 2019 (COVID‐19) pandemic, there is uncertainty regarding potential lasting impacts on children's health and educational outcomes. Play, a fundamental part of childhood, may be integral to children's health during crises. We undertook a rapid review of the impact of quarantine, isolation and other restrictive environments on play and whether play mitigates adverse effects of such restrictions. Fifteen peer‐reviewed studies were identified, spanning hospitals, juvenile and immigration detention and refugee camps. We found evidence of changes in children's access to play in crises and quarantine. These studies indicated how play might support children enduring isolation but lacked robust investigations of play as an intervention in mitigating impacts of restriction.
Flexibility in individual funding schemes: how well did Australia's National Disability Insurance Scheme support remote learning for students with disability during COVID‐19?

AUTHOR(S)
Sophie Yates; Helen Dickinson; Catherine Smith

Published: November 2020   Journal: Social Policy & Administration

Individualized funding schemes are designed to offer people with disability greater choice and control over the services they receive. This research reports on a survey of over 700 families to explore how Australia's National Disability Insurance Scheme (NDIS) supported children and young people and their families to learn remotely during COVID‐19. NDIS funding to support education during the first COVID‐19 lockdown period forms an important case study of the flexibility of individualized funding schemes.

Inequalities in children's experiences of home learning during the COVID‐19 lockdown in England

AUTHOR(S)
Alison Andrew; Sarah Cattan; Monica Costa Dias

Published: November 2020   Journal: Fiscal Studies
This paper combines novel data on the time use, home‐learning practices and economic circumstances of families with children during the COVID‐19 lockdown with pre‐lockdown data from the UK Time Use Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in educational attainment between children from poorer and better‐off families.
Factors associated with caregiver preferences for children's return to school during the COVID‐19 pandemic

AUTHOR(S)
Christine A. Limbers

Published: November 2020   Journal: Journal of School Health

Amid the COVID‐19 pandemic, there is a need to understand caregiver preferences for their children's instructional format for the start of the 2020 to 2021 academic year. The purpose of the current study was to assess caregiver preferences for on‐campus versus virtual learning at home during the fall and factors associated with these preferences. Participants were caregivers of 4436 children and adolescents who were enrolled in pre‐kindergarten through high school at a large, public school district in Texas. Caregivers were asked to complete an anonymous, online survey about their initial preferences for their student's back to the school learning environment.

Children experienced new or worsening tic issues when they were separated from their parents during the Italian COVID‐19 lockdown

AUTHOR(S)
Danilo Buonsenso; Cristina De Rose; Paolo Mariotti

Published: November 2020   Journal: Acya Paediatrica
A systematic review and meta‐analysis covering the period up to 28 July 2020 suggested that the general impact of COVID‐19 on the physical health of children had been relatively mild up to that point.In fact, studies have suggested that children and adolescents have lower susceptibility to the virus than adults and play a lesser role in transmission, in marked contrast to influenza.However, they have indirectly suffered from the restrictions established to limit the spread of pandemic. These include the mental and social health consequences of social distancing measures, such as closing schools and stopping recreational activities, which are important for the cultural, social and psychological growth of children and adolescents. Some studies have reported that the impact of lockdown measures has caused more harm to them than the actual virus.
Bangladesh: iMMAP/DFS COVID-19: situation analysis
Institution: iMMAP
Published: November 2020
COVID-19 infection rates across Bangladesh are relatively stable and well below the peak in July/August; testing has also increased. Most national COVID-19 containment measures have been rescinded, but public health measures such as masks are still in place, and schools remain closed. In Cox's Bazar, COVID-19 infection rates have dropped significantly, but stringent protocols to prevent the virus's spread remain for humanitarian actors working in the camps.
School reopening during COVID-19 pandemic: considering students with disabilities

AUTHOR(S)
Joline E. Brandenburg; Lainie K. Holman; Susan D. Apkon (et al.)

Published: November 2020   Journal: Journal of Pediatric Rehabilitation Medicine
Over 80% of the children in the world have had their education impacted by COVID-19. For children with disabilities who receive special education services, access to in-person education and other resources at school is particularly important. The American Academy of Pediatrics advocates for students to attend school in person, without specifics for how children with disabilities can safely return to school. To appropriately plan and accommodate children with disabilities we must prioritize safety, allow for adherence to the Individuals with Disabilities Education Act, and preserve essential school staff. The less cumbersome default of confining students with disabilities to home is not acceptable. This article provides an outline describing why Individual Education Plans and 504 plans are important, how they are related to the COVID-19 pandemic, and recommendations for measures to help with safe return to school for children with disabilities.
Cite this research | Open access | Vol.: 13 | Issue: 3 | No. of pages: 425-431 | Language: English | Topics: Education, Health | Tags: child education, disabled children, educational policy, school attendance, COVID-19 response, remote learning | Countries: United States
Act now: experiences and recommendations of girls and boys in the Asia Pacific region during COVID-19

AUTHOR(S)
Karina Padilla; Rebekkah Bernheim

Institution: World Vision
Published: November 2020
This consultation explores children and young people’s views and experiences related to COVID-19 and its secondary impacts. Firstly, it looks at children and young people’s perceptions of whether they are facing an increased risk of violence during this period and how they perceive this at home, in their communities and online. Secondly, this consultation investigates the ways in which children and young people are working to help stop the spread of the virus and diminish its secondary impacts.
A rapid review of the impact of quarantine and restricted environments on children’s play and the role of play in children’s health

AUTHOR(S)
Kelsey M. Graber; Elizabeth M. Byrne; Emily J. Goodacre (et al.)

Published: November 2020   Journal: Child: Care, Health and Development

Amidst the COVID‐19 pandemic, there is uncertainty regarding potential lasting impacts on children’s health and educational outcomes. Play, a fundamental part of childhood, may be integral to children’s health during crises. This paper undertook a rapid review of the impact of quarantine, isolation, and other restrictive environments on play and whether play mitigates adverse effects of such restrictions.

16 - 30 of 126

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.