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Kalpana Vincent; Viviane Bianco; Sarah Fuller (et al.)
Protecting children from COVID-19 in school requires an effort from the entire community, including national and local governments, school administrators, teachers, parents/caregivers and students. To reopen schools as safely as possible and keep them open during the COVID-19 pandemic, consistent implementation of effective strategies to prevent COVID-19 transmission during all school-related activities is critical. This guide outlines practical tips to support school administrators in implementing safety measures and creating a safer learning environment for children. The decision to reopen schools should be guided by the best interests of children and the guidance of the local government and public health authorities in each country.
Anne J. Maheux; Jacqueline Nesi; Brian M. Galla (et al.)
Krystyna Heland-Kurzak; Sarah Holmes
Yang Yang; Keqiao Liu; Miao Li (et al.)
Sabine Zinn; Michael Bayer (et al.)
Stacey N. J. Blackman
Felicity Aiano; Samuel E. I. Jones; Zahin Amin-Chowdhury (et al.)
The reopening of schools during the COVID-19 pandemic has raised concerns about widespread infection and transmission of SARS-CoV-2 in educational settings. In June 2020, Public Health England (PHE) initiated prospective national surveillance of SARS-CoV-2 in primary schools across England (sKIDs). This study used this opportunity to assess the feasibility and agreeability of large-scale surveillance and testing for SARS-CoV-2 infections in school among staff, parents and students. Staff and students in 131 primary schools were asked to complete a questionnaire at recruitment and provide weekly nasal swabs for SARS-CoV-2 RT-PCR testing (n = 86) or swabs with blood samples for antibody testing (n = 45) at the beginning and end the summer half-term. In six blood sampling schools, students were asked to complete a pictorial questionnaire before and after their investigations.
Marlen Martínez-Domínguez; Isael Fierros-González
Jess Edwards; Sotheary El; Gloria Donate (et al.)
Globally, over 1.5 billion children have had their schools closed due to COVID-19 since early 2020.1 For the first time in history, an entire generation of children have had their education disrupted. In Cambodia, more than 3 million children have been out of school for over most of the past year, with two major waves of schools closures since March 2020 due to the COVID-19 pandemic.2 The loss, on average, of nearly 10% of children’s expected total lifetime schooling will not only have caused significant learning losses, but has put many children at risk of dropping out of school entirely.
Fernando M. Reimers
This booklet draws on research-based knowledge generated during the Covid-19 crisis and on previous research on germane topics, to suggest a framework that supports the development of contextually relevant educational strategies to teach during and after the pandemic. The booklet is addressed to education administrators at the school and system level. It was written with the acknowledgment that the pandemic is still ongoing in much of the world, and that interruptions to education in many parts of the world are likely to continue through 2022, and perhaps beyond. The booklet focuses entirely on education. It does not address health or other policy responses to the pandemic—although obviously the pandemic is, at the root, a public health crisis that has triggered many economic, social, and educational consequences. An appropriate government response should be coherent and multisectoral, so that there is good coordination among various sectoral components of the response.
During a crisis like the COVID-19 pandemic, communication is key to develop and sustain the effective and trusted relationship between students, teachers and parents/caregivers. Credible and consistent two-way communication ensures a clear understanding of messages, facilitates ongoing dialogue and enables collective decision-making with the active involvement of students, teachers and families. School administrators play a large role in shaping communication and engagement among schools, families, and teachers to support children’s continued participation in quality and inclusive learning. Adopting principles listed in this guide will help school administrators to design the right approach in building communication strategies and plans, which encourages parents/caregivers, teachers and students to work together and create an enriching learning environment amidst the challenging situation.
Joel Mullan; Emma Broadbent; Bassem Nasir (et al.)
Technology is playing a growing role to provide education, training and employment, including in humanitarian and migration responses. By driving a shift to online work and training on an unprecedented scale, albeit not universally, the COVID-19 pandemic has significantly accelerated the use of digital technologies in programmes that support school-to-work transition, including solutions focused on youth who are FDPs, in host communities, or are otherwise vulnerable. This report, funded in part by the Ministry of Foreign Affairs of the Netherlands’ PROSPECTS partnership, provides an overview of how digital technologies are being used to support youth’s transition from school to work, ‘learning to earning’, in displaced and host communities. Based on a rapid analysis of emerging approaches and lessons in this burgeoning space, the report’s purpose is to inspire concerted attention and action to ensure effectiveness and scale of such digital enablers.
TB Pritish Baskaran; Pankaja Raghav; Naveen K. H. (et al.)
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
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.
Read the latest quarterly digest on children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response