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Lin Wang; Yiwen Zhang; Li Chen (et al.)
Students around the world have lost substantial instructional time owing to abrupt school closures since theoutbreak of the COVID-19 pandemic. According to UNESCO monitoring, in 2020, school buildings werecompletely closed for an average of 15 weeks (4 months) worldwide (UNESCO, 2021a). Counting partialclosures, schools were shut on average for 26 weeks (6.5 months) worldwide, equivalent to almost two-thirds of a typical school year. In response, education systems have deployed remote and hybrid learning modalities to ensure continuity of learning. These efforts have yielded mixed results, with varying degrees of improvement and reduction in inequalities in student learning depending on the modalities and implementation methods of the different education programmes. As a result, almost all students needsome catch-up learning, compelling education systems to deploy and scale up targeted interventions quicklyto help pupils bridge their learning gaps and improve learning.This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning. It addresses the growing concerns of both policy and decision-makers aboutstudents’ disengagement from – or loss of – learning owing to the pandemic, as reflected in low levels of achievement at checkpoints compared to expected learning levels, reduced rates of completion and/orgrowing disparities in learners' achievement. If policy-makers do not react quickly by providing additionaland relevant support to address students’ learning needs, especially those from marginalized groups,millions of children and youth may not return to the classroom, and may eventually drop out of school.
Marco Valenza; Cirenia Chávez; Annika Rigole (et al.)
Eleanor Warnes; Elizabeth J. Done; Helen Knowler
Sophie E. Katz; Rendie McHenry; Lauren G. Mauer (et al.)
There is concern that in-person schooling during the COVID-19 pandemic will facilitate disease transmission. Through asymptomatic surveillance and contact tracing for SARS-CoV-2, we found low rates of asymptomatic SARS-CoV-2 infection and little in-school transmission of COVID-19 when physical distancing and masking strategies were enforced, despite high community prevalence of COVID-19. Opening schools and keeping them open for in-person instruction during the coronavirus disease 2019 (COVID-19) pandemic has been controversial. Some studies demonstrate minimal impact of in-person learning or school re-opening on community transmission of SARS-CoV-2, and others show that transmission may be more common among children in school environments than in community settings. The role of asymptomatic children and faculty/staff in transmission of SARS-CoV-2 in the school setting is unclear. The objective of this study was to determine the epidemiology of SARS-CoV-2 symptomatic disease, asymptomatic infection and transmission in the school setting with strict mitigation strategies in place.
Teomara Rutherford; Kerry Duck; Joshua M. Rosenberg (et al.)
Meaghan McKenna; Xigrid Soto‑Boykin; Ke Cheng (et al.)
Mohamed Abdelrahman; Duaa Al-Adwan; Youssef Hassan
This study investigates the effects of COVID-19-related social
distancing practices on parents and children’s mental health and
explored the roles parental activities with children and coping
strategies among families in Qatar. The path analysis shows that social
distancing practices influence both parents’ and children’s mental
health through parents’ activities with children and their coping
strategies. Our findings reveal how living under stressful conditions
such as COVID-19 could enhance the mental health of family members.
Naomi Kawaoka; Kei Ohashi; Satomi Fukuhara (et al.)
Keith N. Hampton; Craig T. Robertson; Laleah Fernandez (et al.)
Garen Avanesian; Suguru Mizunoya; Diogo Amaro
Katarzyna Potyrała; Nataliia Demeshkant; Karolina Czerwiec (et al.)
Jennifer McMahon; Elaine A. Gallagher; Eibhlín H. Walsh (et al.)
Benjamin Mallon; Gabriela Martinez-Sainz
Francesca Scarpellini; Giulia Segre; Massimo Cartabia
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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