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Children and COVID-19 Research Library

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

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31 - 45 of 282
We just have to sail this sea all together until we find a shore: parents’ accounts of home-educating primary-school children in England during COVID-19

Claire Lee; Lucy Wenham

Published: August 2021   Journal: Education 3-13
Parents’ everyday realities of enforced home-schooling during COVID-19 may offer important insights into strengths and weakness of education systems. This article presents findings from a qualitative study involving parents of primary-school-age children in England during the first ‘lockdown’. Parents shared common concerns with routine, motivation, resources, support, and children’s wellbeing, and responded creatively to the challenges they faced. This reseqarch argues that focusing narrowly on ‘learning loss’ and getting ‘back on track’ may lead to impoverished educational experiences post-COVID-19, and that a broad, engaging curriculum with social and emotional wellbeing at its core will support children’s thriving in an uncertain future.
Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States

Elizabeth A. Steed; Ngoc Phan; Nancy Leech (et al.)

Published: August 2021   Journal: Journal of Early Intervention
This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.
Examining the impact of COVID-19 pandemic on online education: reviewing the Indian schooling system based on the perspective of major Indian e-tutoring platforms

Vivek Suneja; Shabani Bagai

Published: August 2021   Journal: Vision: The Journal of Business Perspective
The COVID-19 pandemic has halted the typical schooling methodology and forcibly shifted the mode of learning online. This article investigates into the inherent concerns faced by the Indian education system and strategizes ways in which online methods could plug the gaps in India. The spiralling growth witnessed by the major supplemental educational providers testifies the acceptability of a blended approach in India. The literature review highlights how the education process could be more effective based on their strategies, perspectives and benefits.
Students’ frequency of access to school library materials in transformative times

Rita Reinsel Soulen; Lara Tedrow

Published: August 2021   Journal: Journal of Librarianship and Information Science
The COVID-19 pandemic triggered many school and school library closures, resulting in shifts to online and/or hybrid instruction and limited school library access. This survey of parents of PreK–12 students (aged 2–18 years) investigated students’ frequency of access to school library materials prior to (T1), during (T2), and predicted after (T3) the pandemic (n = 230). Demographics such as age, gender, race, and ethnicity and other factors such as household income, community type, geographic location, type of school, school environment, and number of books in home were collected. Frequency of access to school library materials was compared at T1, T2, and T3 by demographic and other factors.
Student and teacher evaluation of a school re-entry program following the initial Covid19 lockdown

Michele Capurso; Livia Buratta; Chiara Pazzagli (et al.)

Published: August 2021   Journal: Canadian Journal of School Psychology
The Covid19 pandemic raised concerns regarding millions of children’s mental health. For schools, the real challenge has been how to manage the situation in terms of education and development. The present investigation was carried out to evaluate a school re-entry program that supported teachers and students with activities aimed at processing emotions and lockdown experiences in their classrooms. Results show that the program was well perceived and was associated with a consequent reduction in children’s state anxiety and negative emotions.
Distance learning in children with and without ADHD: a case-control study during the COVID-19 pandemic

Valeria Tessarollo; Francesca Scarpellini; Ilaria Costantino (et al.)

Published: August 2021   Journal: Journal of Attention Disorders

This research involved the parents of ADHD students to explore how their children coped with online distance learning during COVID-19 pandemic and what implications this schooling method had on their emotional and behavioral well-being. Data were collected during lockdown using an online questionnaire addressed to 100 mothers and were compared with 184 matched controls from a national survey launched in the same period.

COVID-19 learning losses: early grade reading in South Africa

Cally Ardington; Gabrielle Wills; Janeli Kotze

Published: August 2021   Journal: International Journal of Educational Development
Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. This study found that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted.
Distance education for d/deaf and hard of hearing students during the COVID-19 pandemic in Saudi Arabia: challenges and support

Faisl M. Alqraini; Khalid N. Alasim

Published: August 2021   Journal: Research in Developmental Disabilities

On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. This prompted many countries, including Saudi Arabia, to suspend students’ attendance at schools and to start distance education. This sudden shift in the educational system has affected students’ learning, particularly for d/Deaf and hard-of-hearing (d/Dhh) students, who have unique language and communication needs. This study explores the challenges and support methods for d/Dhh students during their distance education in Saudi Arabia.

The digital divide between high school students in Colombia

Frederick Andrés Mendoza-Lozano; Jose Wilmar Quintero-Peña; Jose Felix García-Rodríguez

Published: August 2021   Journal: Telecommunications Policy
By extracting information from Saber 11 Tests taken by high school students close to finishing that educational period in Colombia, the digital divide evolution over time and its determinants are analyzed using a probabilistic model and the calculation of georeferenced concentration indexes. The topic is relevant as previous studies have shown a positive relationship between access to ICTs (Information and Communication Technologies), educational achievement, and economic growth.
Persistent inequality and COVID-19 holding back young people in Vietnam: evidence from the Listening to young lives at work COVID-19 phone survey

Kath Ford; Nguyen Thang; Le Thuc Duc

Published: August 2021

This policy brief looks at the impact of COVID-19 on the lives of young people in Vietnam, particularly those from poor households, remote and rural communities, and ethnic minority groups. While Vietnam was successful in containing the spread of COVID-19 during 2020, the recent surge in infection rates and new restrictions are likely to have significant and worsening economic and social impacts for young people. This brief focuses on the broader economic and social impacts of the pandemic, presenting findings from the Listening to Young Lives at Work COVID-19 phone survey conducted in the second half of 2020 (Favara, Crivello et al. 2021). It highlights findings from Vietnam alongside comparative analysis with the other three Young Lives study countries (Ethiopia, India and Peru), to ensure that lessons learned from countries grappling with different stages of the pandemic inform the policy recommendations. Three key areas of impact are covered: interrupted education and inequality in learning outcomes; increased domestic work, particularly for girls and young women; and current and potential longer-term mental health and well-being implications.

Building resilient education systems beyond the COVID-19 pandemic: second set of considerations: version July 2021

Laetitia Antonowicz; Parmosivea Soobrayan; Sarah Fuller

Institution: *UNICEF
Published: August 2021

Education has been significantly disrupted in Europe and Central Asia due to the COVID-19 pandemic. Unequal access to and varied quality of remote and hybrid learning during the first 18 months of the pandemic have slowed students’ learning and widened equity gaps between students. The pandemic has also significantly impacted the well-being and mental health of students, teachers and parents. UNICEF has advocated for schools to be among the last institutions to close and the first to reopen when it is safe to do so and has called for joint coordination across sectors and partners to keep schools open and children, teachers and families safe. This document, Building resilient education systems beyond the COVID-19 Pandemic: Second set of considerations for school reopening, aims to support education decision-makers at national, local and school levels to plan for education recovery and normalisation following the 2020 school closures and continuing education disruption in 2021. It provides a set of considerations to address the most pressing priorities and mitigate the most significant risks to ensure that all children and young people participate in high-quality, inclusive and safe learning. The Considerations apply to access, learning, well-being, safety in schools and nutrition.

Building forward better to ensure learning for all children in Iraq : an education reform path
Institution: The World Bank
Published: July 2021
Human capital development is imperative to achieve sustainable economic growth in Iraq. At the heart of Iraq’s human capital crisis is a learning crisis, which is exacerbated by effects of the Coronavirus (COVID-19) crisis on education service delivery. The low levels of human capital development, coupled with limited opportunities to gain job-relevant skills, have translated into worsening economic and social outcomes. To overcome these sources of fragility and spur sustainable human capital driven economic growth, change can only be brought about through a comprehensive reform agenda that addresses the inefficiencies in the education sector and promotes a renewed focus on learning. This Iraq education reform note proposes actionable reforms for key education sector inputs to lead to better learning and skills development.
Cite this research | No. of pages: 21 | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational policy, lockdown, social distance | Countries: Iraq | Publisher: The World Bank
Feeling a bit like a tsunami wave: an exploratory study of early childhood professionals’ experiences during the COVID-19 crisis in the USA

Minsun Shin; Victoria I. Puig

Published: July 2021   Journal: Education 3-13
The COVID-19 crisis highlights how vital childcare is and demonstrates the importance of the often undervalued work of early childhood educators. This mixed methods exploratory study presents how early childhood professionals (n = 75) navigated alternate remote teaching formats and served young children and their families during the COVID-19 crisis in the U.S. Key findings include the personal and professional challenges participants experienced supporting their students’ social-emotional development and serving children with disabilities. Participants also shared reflections on the resilience and adaptability of children, families, and themselves. Recommendations for interdisciplinary research, professional development that builds technological proficiency, and practice that supports children and families through inclusive early childhood models are discussed.
School leaders’ perspectives towards leading during crisis through an ecological lens: a comparison of five Arab countries

Khalid Arar; Rania Sawalhi; Youmen Chaaban (et al.)

Published: July 2021   Journal: Journal of Educational Administration and History
This qualitative study compared school leaders’ perspectives towards their leadership practices in times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine, and Qatar) participated in the study. Following Turbulence Theory and an ecological framework, the study adopted in-depth semi-structured interviews to respond to the following queries: (1) What were the major actions taken by school leaders during the crisis? (2) What were the resemblances and disparities between school leaders’ practices across the five countries?
The effect of school closures on standardised student test outcomes

Joana Elisa Maldonado; Kristof De Witte

Published: July 2021   Journal: British Educational Research Journal
The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium.
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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.