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Children and COVID-19 Research Library

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

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541 - 555 of 677
Protect a generation: the impact of COVID-19 on children's lives
Institution: Save the Children
Published: September 2020
This report shows that the most marginalised and deprived children have been hit the hardest, and existing inequalities have been exacerbated. Progress that had been made against the Sustainable Development Goals (SDGs) for children is at risk of being disrupted, or even lost. For many children, the impacts of the pandemic will be catastrophic.
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Supplement to Framework for reopening schools: emerging lessons from country experiences in managing the process of reopening schools
Institution: UNESCO, *UNICEF, The World Bank, World Food Programme, UNHCHR
Published: September 2020
Education systems around the world continue to grapple with the complex decisions of when and how to reopen schools for in-person learning following widespread closures due to the COVID 19 pandemic. Experiences in most high-income countries show no measurable impact of school reopening on increasing community transmission rates, while within primary school settings in particular there has been limited transmission among children or between children and adults. Emerging evidence drawn from Eastern and Southern Africa also suggests that schools have not been associated with significant increases in community transmission. As more countries are re-opening schools, lessons are emerging on what is working. These lessons are shared in this supplement piece covering the same areas that were covered in the Framework for Re-opening Schools.
Global education monitoring report, 2020: inclusion and education: all means all
Institution: UNESCO - Global Education Monitoring Report Team
Published: September 2020
This Report identifies different forms of exclusion, how they are caused and what we can do about them. As such, it is a call to action we should heed as we seek to pave the way for more resilient and equal societies in the future. A call to collect better data, without which we cannot understand or measure the true scope ofthe problem. A call to make public policies far more inclusive, based on examples of effective policies currently in force, and by working together to address intersecting disadvantages, just as we saw Ministries and government departments are capable of when addressing Covid-19.
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Protect the progress: rise, refocus, recover
Institution: World Health Organisation, *UNICEF
Published: September 2020 UNICEF Publication
Since the Every Woman Every Child movement was launched 10 years ago, there has been remarkable progress in improving the health of the world’s women, children, and adolescents, including reducing maternal and child mortality and improving child nutrition and education. However, conflict, climate instability, and the COVID-19 pandemic are putting all children and adolescents at risk . In particular, the COVID-19 crisis is exacerbating inequities, with reported disruptions in essential health interventions disproportionately impacting the most vulnerable women and children.
This report notes that the COVID-19 pandemic has made clear how fundamental good data are across sectors; that greater investments are needed to build resilient systems to provide high-quality and integrated services consistently; and COVID-19 recovery efforts  require multilateral action and continued investment in development.
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Accelerating results for children with technology and digital innovation
Institution: *UNICEF
Published: September 2020 UNICEF Publication
With the global emergence of the COVID-19 pandemic in early 2020, digital development has become an integral component of UNICEF’s work as national programmes shifted to distance and remote delivery means.

This report highlights examples of country-level COVID-19 response initiatives employing digital innovation and T4D approaches, in support of both its humanitarian action and development programmes. It further demonstrates how the scale-up of T4D’s strategic integration in programming and digital innovations has allowed UNICEF to support programme partners in closing gaps to meet children’s needs, often under complex environments, and in line with existing national systems. These initiatives span UNICEF programmes worldwide and help address children’s health, nutrition, education, protection, access to water, sanitation and hygiene, and inclusion. 
Countries embracing maternal employment have opened schools sooner after COVID-19 lockdowns

AUTHOR(S)
Ansgar Hudde; Natalie Nitsche

Published: September 2020
This study shows that societal gender ideology likely has affected school closure and opening policies. Societies that are more supportive of maternal employment have reopened schools significantly sooner than societies less supportive of maternal employment, relative to other opening measures and net of infection rates. The study contributes novel evidence on the role of attitudes on policy-decision making, and unveils the presence of a potential gender ideology bias in policy-makers’ ad-hoc decision-making under time pressure. The epidemic threat remains high and questions about the operation of schools continue to be a pressing matter. Considering this bias in decision-making can improve further policy-measures during the remainder of the pandemic, and beyond.
COVID-19 and school return: The need and necessity

AUTHOR(S)
Cecily L. Betz

Published: September 2020   Journal: Journal of Pediatric Nursing
This paper discusses children and youth safely returning to schools in the midst of this Pandemic and the roles and responsibilities of pediatric nurses in supporting their school return. As evidence accumulates to inform treatment and public health preventive practices, questions arise as to the current and long-term psychosocial concerns and risk factors affecting the health and wellbeing of children that are the indirect yet problematic effects of the COVID-19 Pandemic. Child health experts, educators and families themselves, are calling attention to the actual and potential consequences of the necessary preventive practices of social distancing and stay at home directives. 
Missing school-based data due to COVID-19: some guidelines

AUTHOR(S)
Jessica A. R. Logan

Published: September 2020
In the wake of a global pandemic, most school buildings closed for the 2019-2020 school year two or three months early, while universities and research firms forced all in-person data collection to stop. Education scientists testing the efficacy or effectiveness of particular interventions were forced to abruptly stop data collection prior to collecting the critical data on children’s end-of school year progress. Methodological researchers have spent years developing ways to accommodate missing data into research strategies, both retrospectively and prospectively. In this research note, I discuss the potential educational research scenarios, and how missing data theory and methods can be applied to data collected during COVID-19 school year, allowing researchers to maximize the time, effort, and resources invested in their previously collected data.
Progress on drinking water, sanitation and hygiene in schools: special focus on COVID-19
Institution: *UNICEF, World Health Organisation
Published: September 2020 UNICEF Publication
Global school closures in response to the COVID-19 pandemic affect up to 1.6 billion children and present an unprecedented risk to their education and well-being. WHO and UNICEF guidelines on infection prevention in schools identify a range of measures that need to be in place for schools to reopen and operate safely, including regular hand-washing with soap and water, daily disinfection and basic drinking water and sanitation services.
Impact of pandemic COVID-19 on education in India

AUTHOR(S)
Pravat Kumar Jena

Published: September 2020   Journal: International Journal of Current Research
This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.
Cite this research | Open access | Vol.: 12 | Issue: 7 | No. of pages: 5 | Language: English | Topics: Education | Tags: COVID-19 response, e-learning, educational policy | Countries: India
The effects of online homeschooling on children, parents, and teachers of grades 1-9 during the COVID-19 pandemic

AUTHOR(S)
Ying Zhao; Yong Guo; Yu Xiao (et al.)

Published: September 2020   Journal: Medical Science Monitor
Beginning in the 2020 spring semester, due to the COVID-19 pandemic, all school-age children in China were homeschooled via live/recorded broadcasts, online group communication, and software-based homework submission. This study assessed the effects of and proper preparation for this educational approach.
Young children's online learning during COVID-19 pandemic: Chinese parents' beliefs and attitudes

AUTHOR(S)
Chuanmei Dong; Simin Cao; Hui Li

Published: September 2020
This study surveyed 3275 Chinese parents’ beliefs and attitudes around young children’s online learning during the lockdown of the COVID-19 pandemic. Most parents (92.7%) in the study reported that their children had online learning experiences during the pandemic, and many (84.6%) spent less than a half-hour each time. The parents generally had negative beliefs about the values and benefits of online learning and preferred traditional learning in early childhood settings.
Cite this research | Open access | Vol.: 118 | No. of pages: 9 | Topics: Education | Tags: e-learning, lockdown, remote learning, school attendance | Countries: China
Covid-19 and behavioural changes in students' learning patterns and efficiency

AUTHOR(S)
Jiang Yucheng; Jiao Bohan; Wang Nanzhi (et al.)

Published: September 2020   Journal: Frontiers in Educational Research
This research is aimed to investigate this change in Chinese high school students’ studying behavior and their learning efficiency. Previous researches have revealed that the COVID-19 outbreak already brought mental and emotional stress to college students and young teenagers, which might cause their learning behaviors to change. However, as there were no researches that are based on a population of high school students, we aimed to fill this gap in previous research and examine the changes in high school students’ studying efficiencies.
Can a learning companion be used to continue teaching programming to children even during the COVID-19 pandemic?

AUTHOR(S)
José M. Ocaña; Elizabeth K. Morales-Urrutia; Diana Pérez Marín (et al.)

Published: September 2020   Journal: IEEE Access
This paper's proposal is that students aged between 10 and 12 can benefit from interacting with a friendly learning companion using p-code such as Alcody. The hypothesis is that students (aged between 10 and 12) with a knowledge of Scratch will be able to significantly improve their scores by using a learning companion to teach them how to program even during the COVID-19 pandemic. To check the hypothesis, an experiment was carried out during the 2019/2020 academic year with 137 students in Ecuador. A significant improvement in the scores of the students was recorded together with high satisfaction.
Cite this research | Open access | No. of pages: 23 | Language: English | Topics: Education | Tags: child education, COVID-19 response, learning, primary education | Countries: Ecuador
The long-term distributional and welfare effects of Covid-19 school closures

AUTHOR(S)
Nicola Fuchs-Schündeln; Dirk Krueger; Alexander Ludwig (et al.)

Published: September 2020
Using a structural life-cycle model, this study quantifies the long-term impact of school closures during the Corona crisis on children affected at different ages and coming from households with different parental characteristics. In the model, public investment through schooling is combined with parental time and resource investments in the production of child human capital at different stages in the children's development process.
541 - 555 of 677

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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Read the latest quarterly digest on violence against children and women during COVID-19.

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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.