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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 1154
Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 pandemic

Ina Nurhayati; Nani Ratnaningsih; Khomsatun Nimah (et al.)

Published: May 2022   Journal: Jurnal Pijar MIPA
This study aims to analyze students' metacognitive abilities in terms of metacognitive awareness inventory on geometry topics during the Covid-19 pandemic. The method used in this research is a descriptive qualitative method. The research was conducted at Vocational High School Swadaya Karangnunggal Indonesia in the 2020/2021 academic year. The population in this study was the eleventh-grade student of office automation and governance, totaling 24 students. The questionnaire consists of 35 statement items with five indicators, namely planning (7 items), strategies for managing information (10 items), monitoring of understanding (7 items), improvement strategy (5 items), and evaluation (6 items).
Education services for children with special needs in inclusive schools during the pandemic era of COVID-19

S. Suharsiwi; W. S. Pandia; A. Suradika (et al.)

Published: May 2022   Journal: International Journal of Health Sciences
This study aims to obtain information on educational services for Children with Special Needs during a pandemic in Indonesia, which includes 1) educational services for Children with Special Needs, 2) the role of parents, and 3) barriers for parents, teachers and children in learning during the pandemic. This study uses a descriptive qualitative approach, case studies of research subjects on 9 parents and 9 accompanying teachers from 4 schools in Jakarta and Depok, Indonesia. Data collection techniques using observation, interviews, and documentation collection. Thematic analysis is identifying patterns and themes by coding.
Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis

Jaishree Devi; Ananta Kumar Jena

Published: May 2022   Journal: Emotional and Behavioural Difficulties
Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11–12 years) from three different schools of Assam, India.
A comparative assessment of secondary school students' satisfaction with ICT studies: Implications for managing secondary school education for global competitiveness in post COVID-19 era

M. E. Asuquo; K. V. Emeribe; E. G. Anam (et al.)

Published: May 2022   Journal: Global Journal of Educational Research
Technological advancement has ushered Computer studies which is also regarded as Information and Communication Technology (ICT) instruction into educational curriculum. The aim of ICT studies in secondary school system is to equip every student with the prerequisite skills and competence to function effectively in the contemporary society that is characterized by emerging technologies. Therefore, the main objective of this research was to assess students’ satisfaction with ICT instruction in secondary schools in Calabar Metropolis, Cross River State, Nigeria. Three research hypotheses were formulated to give direction to the study. The study sample was 5245 students drawn from the population of Senior Secondary (SS) 2 and Senior Secondary (SS) 3 classes across public and private schools in 2019/2020 academic session. A survey research design was adopted for the study. The instrument for data collection was a questionnaire entitled "Secondary School Students' Satisfaction with Computer Studies Questionnaire (SSSSCSQ)". The data collected were analyzed using population t-test and independent t-test.
The magnitude of hidden hunger and cognitive deficits of children living in some selected orphanages in Kumasi, Ghana during the COVID pandemic

Mary Asamoah; Marina Tandoh

Published: May 2022   Journal: The FASEB Journal

Many studies have assessed the magnitude of mixed micronutrient deficiencies or individual micronutrient deficiencies among children under 5 years, women of reproductive age (15- 49 years old) and pregnant women. This has led to various interventions for these population groups including supplementations, fortifications etc. However, the same attention has not been given to vulnerable children living in various orphanages, especially in Children’s Homes in Ghana where much is not known about their nutritional status. Socio- economic downturns like that induced by the current coronavirus pandemic affects food security and nutrition, thus the nutritional status of this vulnerable population could potentially be worsened. This study assessed the magnitude of hidden hunger and cognitive deficits of 130 children (6- 13 years old) living in three selected orphanages in Kumasi, Ghana.

The public library's role in youth learning: remediation and acceleration during COVID

Elizabeth McChesney

Published: May 2022   Journal: Journal of Library Administration
This article summarizes key research findings about academic learning loss during the COVID-19 pandemic and how public libraries can help youth with learning remediation and acceleration. Given the educational crisis, it is urgent that public library services and programs create more equitable practices for all children, particularly children of color. Finally, the article highlights specific practices instituted by several library systems that address COVID-related learning loss and are aligned to two areas of national priority: summer learning and out-of-school time.
Impediments to child education, health and development during the COVID-19 pandemic in India

Akshay Raut; Nguyen Tien Huy (et al.)

Published: May 2022   Journal: The Lancet Regional Health – Southeast Asia
As India nears normalcy after facing three waves of the COVID-19 pandemic, clearer evidence has emerged about the profound negative impact of the pandemic upon the well-being of children in the country. Although the interventions by the Union and the state governments have helped in minimising the disruptions to the overall child health and development, certain challenges still continue to prevail and need to be addressed. The Anganwadi Services Scheme, one of the largest and unique programmes globally for early childhood care and development, was greatly impacted due to the lockdown imposed by the government, which resulted in closure of Anganwadi centres across the country. This has affected the early childhood care and non-formal pre-school education services provided at such centres; which catered to around 24 million children between the ages of 3 to 6 years in 2020 before the lockdown. Furthermore, these centres also provided training to parents and caretakers about early stimulation activities for psychosocial development of children from birth up to 3 years of age which has also been affected due to the lockdown. Such disruptions in early childhood stimulation and pre-school education can have long-term negative consequences on the physical and mental health of children. The authorities need to urgently undertake steps to assess the situation and introduce comprehensive remedial services to catch-up with the losses in early childhood education at all levels; ensure prompt coordination with the local workforce to increase parent and community engagement and ensure restoration of these services at the earliest.
Quantitative analysis of youth not in education, employment and training in East and Southern Africa

Helen Perry

Institution: UN Women
Published: May 2022

Since the onset of the COVID-19 pandemic and associated worldwide economic decline, East and Southern Africa (ESA) has suffered job losses and an increase in poverty, interruptions in healthcare services, and declined nutrition levels. Young adults whose place in the labor market is often informal, temporary, and tenuous at best have suffered greater job and income losses than their parents. As part of ensuring that recovery efforts also reduce the number of youth, especially young women, not in employment, education, or training (NEET), UN Women in ESA commissioned a quantitative study on the NEET status of youth aged 15-24 years in nine countries in the region. This report summarizes the country findings and provides a detailed analysis of available NEET data for youth aged 15-24 years with a view to supporting evidence-based policy advocacy and action in this area. The study covers Botswana, Ethiopia, Kenya, Malawi, Mozambique, Namibia, Rwanda, South Africa, and Uganda.

Transforming education in Africa through innovation: the Global Education Coalition leading in action
Institution: UNESCO, Global Education Coalition
Published: May 2022

The COVID-19 pandemic illuminated the vulnerabilities of our education systems, worsening existing inequalities and digital divides even as it highlighted the essential value of accessible, inclusive and quality education. Learning communities, expected to make rapid, sweeping changes, were caught unprepared, causing learning losses that will reverberate for years to come. This was particularly true for many countries in Africa, where further infrastructural development, training, domestic resources and funding were – and are – needed to mitigate the effects of pandemic-related education disruptions that exacerbated the pre-COVID-19 learning crisis. Unprecedented change has followed, involving new collaborations and innovations that engaged the regional community at every level, from policy-makers to school leaders, teachers and learners, through original examples of ingenuity and transformation.

High-stakes exams and assessments during the COVID-19 crisis: what is the status at the end of the 2020-2021 school year?

Huong Le Thu; Schwabe Markus

Institution: UNESCO
Published: May 2022

The analyses made and findings presented in this paper are based on the data collected through  a rapid assessment carried out in July/August 2021 by UNESCO staff  (Section of Education Policy, Education Sector)  from various sources including information available online (articles, papers, blogs, websites of countries’ Ministries of Education), media reports, national and international organizations’ databases and reports (e.g. the UNESCO-UNICEF-World Bank-OECD Survey of National Education Responses to COVID-19 (2021) and the UK ENIC Special ReportonCOVID-19 -Guide to International Secondary Assessment in 2020.

Child online protection in and through digital learning: considerations for decision-makers
Institution: *UNICEF
Published: May 2022
This document provides a set of considerations that contextualize existing guidance on child online protection, more specifically for digital learning, in light of the need created by the COVID-19 pandemic and related interruption of face‑to-face learning. Its purpose is to support education decision-makers and actors in relevant sectors to prioritize child online protection in the digitalization of education systems but also to center digital learning in strategies to address child online protection risks and improve child protection outcomes, both online and offline.
Reopen, recover and resilience in education: guidelines for ASEAN countries
Institution: *UNICEF, Association of Southeast Asian Nations
Published: May 2022
These guidelines are intended to help Member States of the Association of Southeast Asian Nations (ASEAN) to reopen schools and keep them open for safe in-person education. This is an urgent priority to maintain the learning process for children and adolescents, ensure their right to an education and recover learning losses. The guidelines also aim to strengthen the resilience of education systems and the cross-sectoral work that should bind them. The guidelines have three objectives: (i) offer medium- to long-term strategies to cope with future shocks and disruptions by strengthening the resilience of the education systems in ASEAN; (ii) respond to the urgent needs of ASEAN Member States for immediate strategies to ensure safe school reopening and operations, learning recovery and continuity from pre-primary to secondary education; and (iii) propose performance indicators to monitor and evaluate the progress of these strategies and their results.
Online physically active academic lessons in COVID-19 times: a pilot study

Vagner Beserra; MiguelNussbaumbMónicaNavarrete Nussbaum; Mónica Navarrete (et al.)

Published: May 2022   Journal: Teaching and Teacher Education
Schools play an important role in promoting physical activity among students. This paper studies the perception of educators, students, and parents about the use of online physically active academic lessons during COVID-19 in the north of Chile. Starting the first week of November 2020, and for a period of five weeks, 323 students, alongside 11 educators, practiced a geometry-based dance routine online. The qualitative analysis results reveal a positive perception of the experience and an increase in physical activity without reducing the amount of time spent on academic activities. There were also improvements in learning, social relationships, and enjoyment.
Children's rights in the perspective of primary school teachers in the period COVID-19 epidemic

Behiye Dagdeviren Ertas; Onur Batmaz; Ahmet Kilic

Published: May 2022   Journal: Participatory Educational Research
With the announcement of an epidemic by the World Health Organization in 2020, countries have been restricted in many areas such as economy, health, education, and social life. With this restriction process, it is possible to say that children experience difficulties accessing many salient services, especially education, health, and care services. Therefore, during the COVID-19 epidemic, children can be told that they are deprived of rights based on their protection and development. In this process, the research aims to examine the opinions of primary school teachers, individuals with whom students spend the most time through distance education after their families, on children's rights. Participants of this research, adopting one of the qualitative research methods i.e., phenomenology, consist of 19 primary school teachers working in Yozgat, Turkey, determined by purposeful sampling methods. In the research, data were collected through a semi-structured interview form. The data obtained were analyzed using the descriptive analysis technique.
Satisfaction, assessment and adaptation to a virtual environment of the University mentoring programme GuíaMe-AC-UMA for gifted high school students

Serafina Castro-Zamudio; Enrique Viguera; Antonio Cortés-Ramos (et al.)

Published: May 2022   Journal: Sustainability
The purpose of this study is to analyse the satisfaction levels of participants (mentees, mentors, and technical-research team) of a university mentoring programme. The GuíaMe-AC-UMA is aimed at gifted high school students. Due to the COVID-19 pandemic, the IX edition was carried out in an online format. The results were compared to those of the in-person edition (VII edition) to assess whether there were differences between the editions. For this purpose, three versions (one for each participant type) of a Likert-type questionnaire were distributed among the participants of the 22 workshops offered by the GuíaMe-AC-UMA Programme. A total of 224 responses were received: 21 from the mentors, 181 from the mentees and 22 from the technical-research team.
31 - 45 of 1154

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.