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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 88
What the COVID-19 school closure left in its wake: evidence from a regression discontinuity analysis in Japan

AUTHOR(S)
Reo Takaku; Izumi Yokoyama

Published: January 2021   Journal: Journal of Public Economics
To  control  the  spread  of  COVID-19,  the  national  government  of  Japan  abruptly started the closure of elementary schools on March 2,  2020,  but preschools were exempted from this nationwide school closure.  Taking advantage of this natural experiment, we examined how the proactive closure of elementary schools affected various outcomes related to children and family well-being.  To identify the causal effects of the school closure, we exploited the discontinuity in the probability of not going to school at a certain threshold of age in months and conducted fuzzy regression discontinuity analyses.   The  data  are  from  a  large-scale  online  survey  of  mothers  whose  first born children were aged 4 to 10 years.
A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown

AUTHOR(S)
ChristopherA. Kearney; Joshua Childs

Published: January 2021   Journal: Children and Youth Services Review
The COVID-19 pandemic will create enormous disruptions for youth and families with respect to economic and health status, social relationships, and education for years to come. The process of closing and intermittently reopening schools adds to this disruption and creates confusion for parents and school officials who must balance student educational progress with health and safety concerns. One framework that may serve as a roadmap in this regard is a multi-tiered systems of support (MTSS) model. This article briefly addresses four main domains of functioning (adjustment, traumatic stress, academic status, health and safety) across three tiers of support (universal, targeted, intensive). Each section draws on existing literature bases to provide specific recommendations for school officials who must address various and changing logistical, academic, and health-based challenges. The recommendations are designed to be flexible given fluctuations in the current crisis as well as focused on maximum-value targets.
Exposome changes in primary school children following the wide population non-pharmacological interventions implemented due to COVID-19 in Cyprus: a national survey

AUTHOR(S)
Corina Konstantinou; Xanthi D. Andrianou; Andria Constantinou (et al.)

Published: January 2021   Journal: EClinicalMedicine
Non-pharmacological interventions (NPI), including lockdowns, have been used to address the COVID-19 pandemic. We describe changes in the environment and lifestyle of school children in Cyprus before the lockdown and during school re-opening, and assess compliance to NPI, using the exposome concept.
Progress under threat: refugee education one year on from the Global refugee forum and the impact of COVID-19

AUTHOR(S)
Sébastien Hine; Emma Wagner

Institution: Save the Children
Published: January 2021

The COVID-19 education emergency has not affected all children equally. Refugee children already faced significant barriers in accessing good quality learning because of poverty and discrimination. The pandemic has further compounded these challenges. Progress under threat highlights the impact this pandemic is having on refugee children, including in the ten countries with the largest refugee populations where Save the Children works. Refugees are much less likely to access remote learning, will have lost many months of learning and may drop-out of school. The pandemic has severely impacted their learning and wellbeing, which was already more complex than their host community peers due to the very nature of forced displacement.

The impact of COVID-19 on children in West and Central Africa: learning from 2020
Institution: Save the Children
Published: January 2021
Across the globe and in Africa, COVID 19 has spread rapidly. A series of measures have been implemented across countries that include school closures, home isolation and community lockdown. This resulted in secondary social and economic impact on children an their households. This reflection report for Save the Children’s West and Central Africa region is developed to highlight the impact of COVID 19 on children based on the global research data, secondary resources and made policy recommendations and asks going forward.
Building systemic resilience in school systems: the way forward
Institution: HEAD Foundation, Asian Development Bank
Published: January 2021

This policy brief proposes reforms in primary and secondary education as developing Asia copes with the impact of the coronavirus disease (COVID-19). It explores blended learning modalities that can be applied beyond the pandemic.

Reopening schools in Latin America and the Caribbean: key points, challenges, and dilemmas to plan a safe return to in-person classes
Institution: UNESCO
Published: January 2021

The  suspension  of  in-person  classes  as  a  consequence  of  the  COVID-19  pandemic  profoundly  affected  the  education  systems  in  Latin  America  and  the  Caribbean  (LAC) and compromised the achievements reached around the goals established in the SDG4-Education 2030 Agenda. This report analyzes the possibilities, restrictions and needs that the countries of the region will face during the process of returning to in-person classes, considering five dimensions:  (i)  safe  schools  (school  infrastructure,  access  to  water  and  sanitation);  (ii)  human  resources  (principals  and  teachers);  (iii)  access  to  ITC  and  connectivity;  (iv) education financing and (v) information and planning.


Education COVID-19 case study: Mongolia – Remediation of learning after school reopening
Institution: *UNICEF
Published: January 2021

In Mongolia, following school closures and term break from February to September 2020 affecting more than 600,000 children, the Government put learning at the heart of reopening, dedicating the first month of the new school term to the assessment of learning and remedial lessons and activities. UNICEF supported the Ministry of Education and Science in the development and distribution of teacher guidance for remedial classes covering all core subjects from pre-primary to upper secondary.

Save our education now: an emergency COVID-19 education plan to get the poorest and most marginalised children safely back to school and learning

AUTHOR(S)
Hollie Warren; Oliver Fiala; Richard Watts

Institution: Save the Children UK
Published: January 2021

As we enter 2021, the world continues to grapple with containing the deadly spread of the COVID-19 virus. And education continues to be the silent victim of this pandemic. Save Our Education Now sets out five, evidence-based actions that governments should prioritize to ensure that children whose education has been disrupted by the pandemic can safely return to school and catch up on the learning they have missed out on. Our new analysis suggests that just over US$50 billion is needed from donors to implement these actions and protect the futures of the most marginalized children from the pandemic. 

The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: evidence from China

AUTHOR(S)
Keyi Lyu; Ying Xu; Hao Cheng (et al.)

Published: January 2021   Journal: International Review of Education
During the COVID-19 pandemic, many grandparents in China have spent more time with their grandchildren than they used to. When their adult children returned to work after a period of lockdown, many grandparents extended their roles from taking care of household tasks and looking after their grandchildren’s basic needs to supervising their online learning and providing academic support. It has been a precious opportunity for both the children and their grandparents to get to know each other better and to learn from each other. During this challenging period of home learning, a Chinese initiative called the “Shaping Students’ Vacation Life Project” (SSVLP), which is led by the Shanghai Municipal Institute for Lifelong Education (SMILE) of East China Normal University (ECNU), conducted a two-month project that investigated intergenerational learning between grandparents and grandchildren (IL-GP&GC) across seven primary schools located in six areas of China.
Cite this research | No. of pages: 23 | Language: English | Topics: Education | Tags: school attendance, COVID-19 response, lockdown, remote learning | Countries: China
Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions

AUTHOR(S)
Lisa B. Thorell; Charlotte Skoglund; Almudena Giménez de la Peña

Published: January 2021   Journal: European Child & Adolescent Psychiatry
The aim of the present study was to examine parental experiences of homeschooling during the COVID-19 pandemic in families with or without a child with a mental health condition across Europe. The study included 6720 parents recruited through schools, patient organizations and social media platforms (2002 parents with a child with a mental health condition and 4718 without) from seven European countries.
Relationship between parenting practices and children's screen time during the COVID-19 pandemic in Turkey

AUTHOR(S)
Aslihan Ozturk Eyimaya; Aylin Yalçin Irmak

Published: January 2021   Journal: Journal of Pediatric Nursing

This study investigates the relationship between parenting practices and children's screen time following the COVID-19 outbreak. The population of the present cross-sectional study was the parents of children studying in three randomly-selected schools in the western, eastern and central regions of Turkey. The study data were collected between May 15 and 31, 2020, using a descriptive questionnaire form and the Parenting Practices Scale applied to 1115 parents of children between 6 and 13 years of age. The data were analyzed using the SPSS 21.0 software package, and with descriptive, correlation and multiple regression analyses.

What happens when schools shut down? Investigating inequality in students’ reading behavior during Covid-19 in Denmark

AUTHOR(S)
David Reimer; Emil Smith; Ida Gran Andersen (et al.)

Published: January 2021   Journal: Research in Social Stratification and Mobility
The outbreak of Covid-19 in spring 2020 shut down schools around the world and placed parents in charge of their children’s schooling. Research from the lockdown period documents that families differ in their responses to their new responsibility for their children’s homeschooling by socioeconomic status and that the Covid-19 crisis has  increased educational inequality. The  aim  of  this  paper is  to  examine inequality in  children’s reading behavior before, during and after the lockdown of schools in Denmark by analyzing new digital data from a widely used reading app combined with administrative data.
The association between child ADHD symptoms and changes in parental involvement in kindergarten children’s learning during COVID-19

AUTHOR(S)
Moira Wendel; Tessa Ritchie; Maria A. Rogers (et al.)

Published: December 2020   Journal: School Psychology Review
The coronavirus pandemic 2019 (COVID-19) changed the context of schooling for both parents and their children. Learning at home presents new challenges for parents of young children and particularly for parents of children with behavior difficulties, such as inattention, hyperactivity, and impulsivity. The current study examined changes to parent and child behavior due to COVID-19 among 4- and 5-year-old children and their parents. Changes in attention deficit hyperactivity disorder (ADHD) symptoms and levels of parental involvement in children’s learning were examined. ADHD symptoms were also examined as a moderator of changes in parent involvement. Data were collected prior to COVID-19 and several months after school closures.
Exploring the impact of home-schooling on the psychological wellbeing of Irish families during the novel Coronavirus (COVID-19) pandemic: a qualitative study protocol

AUTHOR(S)
Katriona O’Sullivan; Amy McGrane; Serena Clark (et al.)

Published: December 2020   Journal: International Journal of Qualitative Methods
The COVID-19 pandemic has placed severe restrictions on people’s behavior worldwide with school closures in many countries. These closures have shifted education from the classroom to the home. This change is unprecedented, and home-schooling has placed substantial stress on families across the world. As of 9 April 2020, 1.57 billion children were being educated by families that had little or no experience of protracted home-schooling. An essential but neglected issue related to COVID-19 is the psychological impact of home-schooling on family wellbeing, especially considering the other stressors they are experiencing including social isolation, fears of infection, frustration, boredom, inadequate information, and financial stress. This study explores the impact of home-schooling on family psychological wellbeing during COVID-19. These findings will help develop supports and interventions for this population.
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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.