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Nisha Metha; Oliver Mytton; Edward Mullins (et al.)
Russel Viner; Simon Russel; Helen Croker (et al.)
Diana Margo Rosenthal; Marcella Ucci; Michelle Heys (et al.)
Gender-based violence (GBV) increases during every type of emergency – whether economic crises, conflict or disease outbreaks. Pre-existing toxic social norms and gender inequalities, economic and social stress caused by the COVID-19 pandemic, coupled with restricted movement and social isolation measures, have led to an exponential increase in GBV. Many women and girls are in ‘lockdown’ at home with their abusers while being cut off from normal support services.This briefing note provides concrete actions and strategies that UNDP, UN agencies and other development partners can take to prevent and address GBV in the context of COVID-19. It includes recommendations for adapting dedicated GBV services and support to the crisis context, and for mainstreaming GBV prevention and response in 'non-GBV specific' interventions.
Across the world, COVID-19 and resulting isolation measures have taken more than 1.5 billion children out of the classroom. Most of those children are now learning online – and while digital solutions are essential to maintaining children’s education, they may also be increasing their exposure to online risks. Today, partners from the Safe to Learn coalition issued guidance for facilitating safe, effective online learning experiences for children during COVID-19. This guidance is directed at education ministries as they develop policies and resources to support schools in providing a safe online learning experience.
Natalie Brown; Kitty Te Riele; Becky Shelley (et al.)
Aimee Vachon; Katelin Wilton
Marta Martínez Muñoz; Iván Rodríguez Pascual; Gabriela Velásquez Crespo
Home quarantine may lead to families developing a variety of psychological distress. The purpose of this research is to examine
the psychological status and well-being of children and their parents during 2019 coronavirus disease (COVID-19) outbreak in Spain. It aims to offer testimonies and reflections of the confinement period
along with its living conditions, emotional mapping and an analysis of
the effects that confinement is generating on boys and girls.
Lucia Fry; Philippa Lei; Naomi Nyamweya (et al.)
This report uses insights from the 2014-15 Ebola epidemic and the 2008 global financial crisis to understand the short- and long-term consequences of COVID-19 for girls. Following the Ebola outbreak and school closures in Sierra Leone, Guinea and Liberia, enrolment rates for girls dropped. Increased rates of poverty, household responsibilities, child labour and teenage pregnancy as well as restrictive school policies prevented many girls from returning to the classroom. The epidemic also reduced funding for education as governments diverted funds to public health and put a strain on the preexisting teacher shortage. Girls' education and COVID-19 suggests how governments and international institutions can mitigate the effects of the current pandemic and help girls return to school, including finding ways to keep girls learning during the pandemic, factoring in gender when planning for reopening schools and making sure that education systems have adequate financing in the post-crisis months and years.
Emily Morris; Anna Farrell; Abagail Todd
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