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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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1 - 15 of 140
Lebanon education in crisis: raising the alarm
Institution: Save the Children
Published: April 2021
At least 1.2 million children across Lebanon have had their education disrupted for more than one year, with many having last attended school in October 2019, following protests and civil unrest. This is impacting Lebanese, Syrian and Palestinian children alike. With the country slipping deeper into an economic crisis, a safe and systematic school reopening in Lebanon is difficult to imagine. Even before this, children across the country already had lower than average literacy and numeracy rates in the Middle East region. This brief by Save the Children calls for global attention and action on the unfolding education crisis in Lebanon.  It draws from national and global data sources, sectoral recommendations, and the experiences of children in the country.

School attendance, asthma risk, and COVID-19 in children

AUTHOR(S)
Elissa M. Abrams; Marcus Shaker; Matthew Greenhawt (et al.)

Published: March 2021
In the face of tremendous uncertainty during the current pandemic, there is a need for clear and consistent recommendations and an understanding of the evidence in general, and for families of children with allergic conditions. A common concern of parents of children with asthma is the risk that in-person learning poses during the pandemic. This Rostrum examines the actual risk of in-person learning among children with asthma during novel coronavirus disease 2019 (COVID-19), the discrepancy between perceived and actual risk, the contributing factors to this discrepancy, and possible solutions to narrow this divide.
SARS-CoV-2 infection and transmission in primary schools in England in June–December, 2020 (sKIDs): an active, prospective surveillance study

AUTHOR(S)
Shamez N. Ladhani; Frances Baawuah; Joanne Beckmann (et al.)

Published: March 2021   Journal: The Lancet Child & Adolescent Health
Little is known about the risk of SARS-CoV-2 infection and transmission in educational settings. Public Health England initiated a study, COVID-19 Surveillance in School KIDs (sKIDs), in primary schools when they partially reopened from June 1, 2020, after the first national lockdown in England to estimate the incidence of symptomatic and asymptomatic SARS-CoV-2 infection, seroprevalence, and seroconversion in staff and students.
The impact of the lockdown and the re-opening of schools and day cares on the epidemiology of SARS-CoV-2 and other respiratory infections in children: a nationwide register study in Finland

AUTHOR(S)
Marjut Haapanen; Marjo Renko; Miia Artama (et al.)

Published: March 2021   Journal: EClinicalMedicine
Nationwide restrictions started in Finland in March to prevent the spread of COVID-19, leading to school and day care closures. The aim of this study is to describe the effect of closures and re-openings on the respiratory pathogen epidemiology. Laboratory-confirmed cases of SARS-CoV-2; respiratory syncytial virus (RSV); influenza (A & B); parainfluenza-, adeno-, and rhinoviruses; Mycoplasma pneumoniae; and Streptococcus pneumoniae in children were collected from the National Infectious Disease Register over the period of 2017–2020. Weekly incidences (weeks 1 to 35) with 95% confidence intervals (CIs) were calculated per 100 000 children in 2020 and compared by incidence rate ratios (IRRs) to corresponding periods in 2017−2019.
Cambodia COVID-19 joint education needs assessment
Institution: *UNICEF, Save the Children
Published: March 2021
On 16 March 2020, the Royal Government of Cambodia (RGC) took the decision to close all education institutions, including public and private schools, as a preventative measure against the spread of COVID-19. These school closures have resulted in disruptions to learning in all of Cambodia’s estimated 13,482 schools, from pre-school through to upper secondary schools, with an estimated 3.2 million students effected. In response, the Ministry of Education, Youth and Sport (MoEYS), together with development partners (and other stakeholders, made significant efforts to provide continuous distance learning to children across all education levels. To assist with continuous quality improvement of distance education services during this difficult time, MoEYS and the Education Sector Working Group (ESWG) decided to undertake a comprehensive, coordinated assessment of the sector to gain evidence to help identify the best approaches to inform the further development of COVID-19 response and recovery efforts; to support the development of evidence-based response policies and practices, and to inform a holistic national response and recovery plan.
Safe back to school: Sierra Leone
Institution: Save the Children
Published: March 2021

The COVID-19 pandemic has exacerbated an existing learning crisis in Sierra Leone, and has disrupted the learning of over 2.4 million children across the country. The most marginalised and deprived children, including girls, children from poor households, and children from rural areas, already had limited access to good quality education prior to the pandemic, and are now at an increased risk of being left behind, and not returning to school at all. Save the Children are calling on the Government of Sierra Leone to commit to realising the right to quality education for all children by ensuring that all children are able to return to school safely, and that long-term, systemic issues with the education system damaging the quality of learning are acted on to ensure that all children are able to access good quality education.

Transmission of SARS-CoV-2 infection among children in summer schools applying stringent control measures in Barcelona, Spain

AUTHOR(S)
Iolanda Jordan; Mariona Fernandez de Sevilla; Victoria Fumado (et al.)

Published: March 2021   Journal: Clinical Infectious Diseases
Understanding the role of children in SARS-CoV-2 transmission is critical to guide decision-making for schools in the pandemic. We aimed to describe the transmission of SARS-CoV-2 among children and adult staff in summer schools.
Influence of the characteristics of the house and place of residence in the daily educational activities of children during the period of COVID-19’ confinement

AUTHOR(S)
María Luisa Zagalaz-Sanchez; Javier Cachon-Zagalaz; Víctor Arufe-Giraldez (et al.)

Published: March 2021   Journal: Heliyon
The period of confinement motivated by the COVID-19 pandemic and established by the governments of different countries has influenced the lifestyle of millions of children, not being able to continue carrying out multiple educational activities as they did until confinement. The objective of this research was to determine and analyze whether the living conditions of children during the period of confinement caused by COVID-19 influenced their daily educational activities. A descriptive, comparative and cross-sectional quantitative study with a non-experimental design was carried out, with a single measurement in a single group. Factors associate with living conditions were analyzed, such as the place of residence and the type of house in which Spanish children have been confined, as well as the number and use of technological devices. The parents' perception of the children's state of fatigue, happiness, energy and tiredness was also analyzed.
Scoping exercise to develop a storybook to support children’s education during the COVID-19 pandemic

AUTHOR(S)
Rowshonara Syeda; Magdalena Hann; Rosalie Allison

Published: March 2021   Journal: BMJ Paediatrics Open
In June 2020, as COVID-19 lockdown measures were eased in the UK, this scoping exercise aimed to rapidly identify topics to cover within a children’s online storybook ‘My Back to School Bubble’, designed to support the return to school.
Exploring the need for a responsive school curriculum to cope with the Covid-19 pandemic in Pakistan

AUTHOR(S)
Rani Gul; Gulab Khilji

Published: March 2021   Journal: Prospects
The article investigates the response of the Pakistani curriculum to the Covid19 outbreak. It also looks into the development of a curriculum that addresses the specifcities of students’ situations, while reminding them of global connectedness. The article is based on semi-structured interviews with 10 curriculum experts, 20 principals, and 35 teachers, as well as content analysis of the 2018 National Curriculum Framework of Pakistan.
Under the same sky: how a year of COVID-19 affected Asia-Pacific children

AUTHOR(S)
Shaheen Chughtai; Manjiang He; Taskin Rahman (et al.)

Institution: Save the Children
Published: March 2021

A year after - as the world still grapples with COVID-19, children and families' lives are being turned upside down with devastating impacts on children and their rights. From health systems are being overwhelmed, economies are sliding down, and children have had their education disrupted by school closures, these conditions affect children from around the world including children from the world’s poorest countries in Asia. To mark the one-year anniversary of the COVID-19 Pandemic, Save The Children Asia Team presents ‘Under the Same Sky: How a year of Covid-19 affected Asia-Pacific children’.​ This brief focuses on how children’s daily lives have changed, comparing how they spent a day before the pandemic and during it across the Asia region. It also reviews the impacts & changes to the lives of children in the past 1 year. Reflects on the impact of school closures, home isolation/quarantine, and community lockdown on children's wellbeing and education & health. It includes policy asks on the need for strengthening social protection systems for the most marginalized and vulnerable children in a post-pandemic world.

A community perspective of COVID-19 and obesity in children: causes and consequences

AUTHOR(S)
Maido Tsenoli; Jane Elizabeth Moverley Smith; Moien AB Khan

Published: March 2021   Journal: Obesity Medicine
The pandemic of childhood obesity that has been increasing over the last decade has collided with the current pandemic of COVID-19. Enforced behavioural changes have resulted in a  myriad of problems for children particularly in weight management. Restricted activity is the most obvious but many other aspects of life have exacerbated biological, psychosocial, and behavioral factors identified as risks for childhood obesity. Significant effort is required to turn around the prevailing tide of weight gain necessitating changes in personal and family behavior and diet, as well as high-level governmental and educational policy.
COVID-19 and school closures: one year of education disruption
Institution: *UNICEF
Published: March 2021

We are facing a COVID-19 education crisis. As this report finds, schools for more than 168 million children globally have been closed for almost a full year. With every day that goes by, these children will fall further behind and the most vulnerable will pay the heaviest price. The unique findings presented in this report provide an overview of school closures from March 11, 2020 to February 2, 2021 in more than 200 countries and territories, relying primarily on the data from the UNESCO tracker of school closures and UIS database on school enrollment. As we enter the second year of the COVID-19 pandemic, no effort should be spared to keep schools open or prioritize them in reopening plans. Children cannot afford another year of school closures.

The attitudes of elementary and middle school students and teachers towards online learning during the corona pandemic outbreak

AUTHOR(S)
Asmahan Masry‑Herzallah; Yuliya Stavissky

Published: February 2021   Journal: SN Social Sciences
The coronavirus pandemic has impacted the education systems worldwide and most, including the Israeli, have transitioned to online learning. Moreover, closing schools has extreme social, cultural, educational and economic implications on the student, teacher and parent populations. This is especially true for students from families of lower-socio-economic status and young students who need parental assistance. Furthermore, online learning is not suitable for all teachers, because some lack the technological capabilities needed.
Parental transfers under ambiguity

AUTHOR(S)
Yuta Saito (et al.)

Published: February 2021   Journal: Applied Economics Letters
This note introduces parental uncertainty into parent–child monetary transfers. A parent questions the probability distribution of a child’s future economic success. As a result, the parent endogenously tilts his/her subjective probability model away from an approximating probability model. In this case, parental transfers increase with model uncertainty, thereby reducing the child’s effort and probability of economic success. This theoretical result raises several empirical questions, of which two are as follows. For one thing, informed parents (e.g. those who hold the same job as their child) transfer less money, and their child exerts more effort. Another is that economic uncertainty (e.g. recessions or pandemics) prompts higher parental transfer payments and reduces the child’s effort.
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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.