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Profiles

Gwyther Rees

Social & Economic Policy Manager

Gwyther Rees, Social & Economic Policy Manager Gwyther joined UNICEF Office of Research – Innocenti in October 2017 as a consultant working on the Report Card series on child well-being in rich countries. He then was appointed to the post of Social & Economic Policy Manager in 2020, working on the Report Card series, child poverty research, and family policies. He has also been involved in a multi-country research project on children’s experiences and views of the COVID-19 pandemic. Before joining Innocenti, Gwyther worked for many years at The Children’s Society, an NGO in the UK, where he did research on children on the streets, child maltreatment, children in public care, youth justice, and children’s views of their well-being, eventually becoming Research Director there. He later worked as a freelance researcher and was one of a group of researchers who developed Children’s Worlds – a global study of children’s views about their lives and well-being. He was Research Director of the third wave of the study that involved over 120,000 children aged 8 to 12 years in 35 low-, middle- and high-income countries. Gwyther has a BA in Economics from the University of Reading, UK an MA in Social Research from the University of Leeds, UK and a PhD that focused on longitudinal analysis of predictors of children’s subjective well-being from Cardiff University, UK.

Publications

Growing up in an ‘inner area’: The views of children and young people living in inner Cilento
Publication

Growing up in an ‘inner area’: The views of children and young people living in inner Cilento

The characteristics of the local area in which children live have a fundamental influence on their daily lives. Growing up in an area that is ‘on the margins’ threatens children’s rights, well-being and development. A lack of local services and resources is a form of poverty that all children and young people in the area experience, irrespective of their family circumstances, and this poverty shapes their lives in the present and in the future. For this reason, UNICEF Innocenti has initiated a new programme of research – MAPS (Monitoring and Analysing child Poverty across Space). As a pilot for this programme, it selected one of the internal areas of Italy – that is isolated areas characterized by low population density, depopulation and an ageing demographic. The report “Growing up in an inner area: The lives of children and adolescents living in inner Cilento” presents the results of this study. The research involved children and adolescents from 6 to 21 years old through a range of qualitative and quantitative methods, as well as parents of children aged 0-5, adults in the community and key informants. The results of the research reveal a complex picture. While some characteristics of the area positively influence children’s lives, others risk depriving them of the opportunities that they need when growing up. The recommendations emphasize the need for a collective awareness of the urgent need to promote the development of the area starting with the revival of communities. It is essential that there is greater investment in services for children and young people in order to guarantee community well-being and build a more promising future.
Crescere nelle aree interne: Le esperienze di vita di bambini, bambine e adolescenti nel contesto del Cilento Interno
Publication

Crescere nelle aree interne: Le esperienze di vita di bambini, bambine e adolescenti nel contesto del Cilento Interno

Il contesto territoriale influisce sugli aspetti fondamentali della vita quotidiana di ogni bambino, bambina e adolescente. Vivere in un territorio ai margini compromette mette a rischio la possibilità di vedere soddisfatti i propri diritti di cittadinanza e rappresenta può rappresentare una seria minaccia per il benessere e lo sviluppo di chi in queste aree nasce e cresce. La mancanza di servizi e risorse locali è una forma di povertà che tocca tutti i bambini dell’area, indipendentemente della loro situazione familiare, e che condiziona la loro vita presente e futura. Per questa ragione, UNICEF Innocenti ha avviato un nuovo programma di ricerca intitolato MAPS (Monitoring and Analysing child Poverty across Space). Come studio pilota per questo programma, è stata scelta una delle “aree interne” in Italia, ossia aree isolate caratterizzate da bassa densità di popolazione, spopolamento e indicatori di anzianità elevati. Il rapporto “Crescere nelle aree interne: Le esperienze di vita di bambini, bambine e adolescenti nel contesto del Cilento Interno” presenta i risultati di questo studio. La ricerca ha coinvolto bambini e adolescenti dai 6 ai 21 anni attraverso una serie di metodi qualitativi e quantitativi, insieme a genitori di bambini dagli 0 ai 5 anni, adulti nella comunità e informatori chiave. I risultati dell'indagine hanno rivelato un quadro complesso. Mentre alcune caratteristiche del territorio influiscono positivamente sulla crescita dei bambini, altre rischiano di privare i ragazzi e le ragazze di alcune opportunità che sono fondamentali nel periodo della crescita. Le raccomandazioni sottolineano la necessità di una presa di coscienza collettiva sull'urgenza di promuovere lo sviluppo dei territori a partire dalla rinascita delle comunità. È essenziale che gli investimenti siano diretti verso servizi per bambini ed adolescenti al fine di garantire il benessere della comunità e costruire un futuro più promettente.   The characteristics of the local area in which children live have a fundamental influence on their daily lives. Growing up in an area that is ‘on the margins’ threatens children’s rights, well-being and development. A lack of local services and resources is a form of poverty that all children and young people in the area experience, irrespective of their family circumstances, and this poverty shapes their lives in the present and in the future. For this reason, UNICEF Innocenti has initiated a new programme of research – MAPS (Monitoring and Analysing child Poverty across Space). As a pilot for this programme, it selected one of the internal areas of Italy – that is isolated areas characterized by low population density, depopulation and an ageing demographic. The report “Growing up in an inner area: The lives of children and adolescents living in inner Cilento” presents the results of this study. The research involved children and adolescents from 6 to 21 years old through a range of qualitative and quantitative methods, as well as parents of children aged 0-5, adults in the community and key informants. The results of the research reveal a complex picture. While some characteristics of the area positively influence children’s lives, others risk depriving them of the opportunities that they need when growing up. The recommendations emphasize the need for a collective awareness of the urgent need to promote the development of the area starting with the revival of communities. It is essential that there is greater investment in services for children and young people in order to guarantee community well-being and build a more promising future.
Delivering the EU Child Guarantee: Practical lessons for effective interventions
Publication

Delivering the EU Child Guarantee: Practical lessons for effective interventions

In 2019, the President of the European Commission announced the creation of the European Child Guarantee, an initiative that aimed to combat child poverty by making sure that every child who lives in poverty has access to free healthcare, free education, free childcare, decent housing and adequate nutrition. With Delivering the EU Child Guarantee: Practical lessons for effective interventions, UNICEF Innocenti provides a synthesis of findings of operational research on 15 pilot models of intervention for children and families in Bulgaria, Croatia, Greece and Italy. The goal of the report is to learn from the experiences in these four countries to inform the rollout of the Child Guarantee programme throughout Europe. The study provides lessons learned in three themes: laying the foundations for the Child Guarantee work at the national level; developing interventions at the local level; supporting the Child Guarantee at the EU level.
Children and the Cost-of-living Crisis: How food and energy inflation has increased poverty in households with children in the European Union
Publication

Children and the Cost-of-living Crisis: How food and energy inflation has increased poverty in households with children in the European Union

Children and families throughout the European Union are facing a cost-of-living crisis that has eroded living standards to such an extent that up to an additional 3 million children in 26 EU countries are now living in conditions equivalent to relative income poverty. For families and children in the EU, the cost-of-living crisis is being experienced primarily through higher prices for food and energy. In addition, increasing interest rates make borrowing less affordable, placing a growing strain on the sustainability of businesses, mortgages, loans and government debt. This research brief presents the first results of an analysis of how the cost-of-living crisis has affected the poverty experienced by households with children in the European Union (EU). It takes account of sharply increasing food and energy prices to calculate the additional number of children living in poverty, in real terms, due to the crisis. The brief also recommends that policymakers and governments protect children and families with steps that include expanding and index-linking child cash benefits to cover the needs of families, implementing guarantees to provide free meals for children in schools and providing services that prevent ‘holiday hunger’ when schools are closed in the summer months.

Blogs

Why we need to champion
Blog

Why we need to champion children’s and young people’s voices: Three things we learned from speaking to them about COVID-19 in Italy

Leggi questo blog in italiano.As researchers at UNICEF Innocenti, we believe in the importance of listening to children and young people to inform decision-making and policies. For this reason, we designed a qualitative research project to explore how children and young people are experiencing the COVID-19 pandemic. The project is currently running in six countries around the world – Italy, Canada, Madagascar, Lesotho, Indonesia, and Chile – and aims to understand:Children and young people’s experiences and feelings during the pandemic; The issues they consider important for their well-being in this context;   Their suggestions to parents, teachers, politicians, and all adults to put their wellbeing first.As a first step, we carried out a pilot project in Italy, where we talked to 114 children and young people aged 10-19 between February and June 2021. Our research participants shared thoughts, reflections, drawings, photographs, and diary entries to describe what it means to grow up during COVID-19. Through multiple interactions, we learned about their memories, emotions, and opinions.   All conversations, writings and drawings echoed three key messages:  Having free time is a protective factor. It is therefore key not to overburden children and young people with school workloads to fill the gap in formal learning. Public discourse focuses on the missed learning opportunities due to remote learning. Surveys measuring students’ learning outcomes show worse results compared to previous years. However, our research project shows that children and young people value and need free time to process the difficulties of their lives, worsened by a global emergency.Recognizing children’s and young people’s contributions, their sacrifices, and what they have learnt throughout the pandemic is a fundamental starting point for future planning. Children and young people have had the time to reflect about themselves, to learn from the peculiar situation they and the people around them have been experiencing, and to grow throughout these lessons and reflections. During crises people tend to ask themselves existential questions. Many children and young people told us they feel that they have changed and grown from dealing with lockdowns, remote learning, and social distancing. By modifying their behaviors, they contributed to collective health and safety, but they had to sacrifice many life experiences, and “normality” like everyone else.Children and young people want to be involved and be part of decision-making processes. We should listen to them. Participants in our research enjoyed talking about how they felt and what they think. They were surprised when asked to put forward recommendations for their parents, teachers, politicians, and for adults in general. They shared good ideas that, if well and quickly channeled, could make meaningful changes. They are concerned about their future and how current responses to the pandemic will affect their lives. Most of them cannot vote yet but they want to take part in decision-making processes.  In a nutshell, this generation of children and young people in Italy is different from the previous ones in a substantial way: they have collectively learnt important life lessons from the COVID-19 pandemic experience. For example, they explained that they learned to value the “little things,” act with responsibility and care vis-à-vis their community, and understand the importance of social relationships. They also often reflected on what they think can make their present and future better. If recognized and supported, they will be able to contribute to rethinking life after the pandemic, in a positive and innovative light.  Children and young people are already speaking out, but they need allies. Parents, teachers, communities, researchers, and politicians can play a major role in supporting, encouraging, and listening to them. How can we as adults, support and be allies to children and young people?  We can look at the opportunities, not just gaps. Do not focus solely on the losses in traditional learning and start thinking creatively about the new learnings the pandemic brought.    “In this period, I have learnt that nothing can be taken for granted. I have learnt the importance of a second, the weight of a hug or a handshake. I learnt that life is just a breath, it is so short that there is no time to waste. I learnt to live second by second, minute by minute, as if they were the last to enjoy to the fullest; a dignified life that I will be able to tell my grandchildren about when I become a grandmother.” (A, 15 years old)  “Looking back at these past months I see a girl who has overcome numerous obstacles that seemed like mountains, a girl that has discovered sides to herself that did not know she had, like stubbornness and a strong determination that brought her great satisfaction. I also see a girl that looks at school with different eyes compared to years ago, she is happy to learn and rack her brain, and she wants to do her best. I think I have also changed a lot, especially in my maturity and I hope to always continue listening to myself, my mind, but above all my heart.”  (S, 16 years old)  We can acknowledge and thank them. Children and young people have strongly contributed to the health and safety of their communities.   “We have renounced to many things, but we are also conscious that we became stronger as people and have proven that as teenagers we belong to a community (…) and that in tough times we can also be supportive of adults while we continue to dream about our future.” (G, high school)  We can listen to what they have to say. We cannot assume that we already know how children and young people feel and what is best for them.   "The issues that the ruling class in Italy should focus on to ensure the present and future well-being of adolescents, in my opinion, are related to their freedom to live surrounded by friends and family. For this reason, it would not be a bad idea to increase the number of green outdoor spaces, to allow children to be together and close to each other in an area with clean, natural air, where they can have fun and talk without too many worries.” (M, 15 years old)   “As far as our political class is concerned, I hope that this epidemic has taught us and made us realize that schools are fundamental for us to be able to grow up in a safer world, and I hope that in the future the government will invest in schools in an intelligent, conscious way, without wasting money that our whole society will pay for.”  (G, high school) We, as researchers, learnt many lessons by talking directly to children and young people and, now more than ever, we strongly believe all adults should listen to and engage with them as key members of society.  For example, by working closely with children and young people in the preliminary stages of the research process, we learnt to dismantle our assumptions about what was ‘best’ from a methodological and ethical perspective and welcomed new and unconsidered possibilities that gave high value to the research work. During the analysis phase, we also started noticing that several of the “characters of the pandemic,” collectively created and drawn by the participants during the focus groups, were purposefully genderless. In that moment we realized that, using creative research methods that allow young people to fully express themselves, can unlock the research potential to tell us more than what we were looking for.  We now look forward to continuing and expanding this research to find out what children and young people have to say in other contexts around the world, and to becoming a bridge between their emotions, thoughts, and ideas, and the decision-makers.  Learn more about the research and related studies in the report “Vite a Colori”.      
Why we need to champion
Blog

Perché è importante ascoltare le voci di bambinə e ragazzə? Tre cose che abbiamo imparato parlando con loro di COVID-19 in Italia

Read this blog in English.Come ricercatori del centro di ricerca di UNICEF Innocenti, crediamo nell'importanza di ascoltare bambinə e ragazzə per informare i processi decisionali e le politiche pubbliche. In quest’ottica, abbiamo progettato una ricerca qualitativa per esplorare come gli adolescenti  hanno vissuto e stanno vivendo la pandemia di COVID-19. Il progetto è attualmente in corso in sei paesi del mondo – Italia, Canada, Madagascar, Lesotho, Indonesia e Cile – e mira a comprendere: Come bambinə e ragazzə vivono la pandemia, come si sentono;   Quali tematiche considerano cruciali da affrontare al fine di preservare il loro benessere in relazione alla pandemia;   Quali sono i loro suggerimenti a genitori, insegnanti, politici e a tutta la società adulta al riguardo.Come primo passo, abbiamo realizzato un progetto pilota in Italia, dove abbiamo parlato con 114 bambinə e ragazzə di età compresa tra 10 e 19 anni tra febbraio e giugno 2021. I partecipanti alla ricerca hanno condiviso pensieri, riflessioni, disegni, fotografie e diari per descrivere cosa significa crescere durante la pandemia di COVID-19.  Attraverso molteplici interazioni, abbiamo imparato a conoscere i  loro ricordi, le loro emozioni e le loro opinioni.  Tutte le conversazioni, gli scritti e i disegni hanno fatto eco a tre messaggi chiave:   Avere tempo libero è un fattore protettivo. É quindi fondamentale non sovraccaricare bambinə e ragazzə con eccessivi impegni scolastici per colmare il divario creatosi nell'apprendimento formale. Il discorso pubblico si concentra sulle opportunità di apprendimento perse a causa della didattica a distanza. I sondaggi che misurano i risultati di apprendimento degli studenti mostrano un peggioramento rispetto agli anni precedenti. Tuttavia, il nostro progetto di ricerca dimostra che bambinə e ragazzə apprezzano avere più tempo libero a disposizione e lo necessitano per elaborare le difficoltà delle loro vite appesantite da un'emergenza globale.  Riconoscere i contributi di bambinə e ragazzə, i loro sacrifici e ciò che hanno imparato durante la pandemia è un punto di partenza fondamentale per la pianificazione futura. Bambinə e ragazzə hanno avuto il tempo di riflettere su se stessɘ, di imparare dalla peculiare situazione che loro e le persone intorno a loro hanno vissuto e di crescere attraverso queste lezioni di vita e le loro riflessioni. Durante le crisi, le persone tendono a porsi domande esistenziali. Molti bambinə e ragazzə ci hanno detto che sentono di essere cambiatɘ e cresciutɘ affrontando i lockdown, l’apprendimento a distanza e il distanziamento sociale. Modificando i loro comportamenti, hanno contribuito alla salute e alla sicurezza collettiva, ma hanno dovuto sacrificare molte esperienze di vita e la loro "normalità" – come tutti gli altri.  Bambinə e ragazzə vogliono essere coinvolti ed essere parte dei processi decisionali. Dobbiamo ascoltarli. I partecipanti alla nostra ricerca hanno apprezzato il fatto di poter parlare di come si sentivano e di cosa pensavano. Sono rimasti sorpresi quando gli abbiamo chiesto di presentare raccomandazioni per i loro genitori, insegnanti, politici e per gli adulti in generale. Hanno condiviso buone idee che, se canalizzate bene e tempestivamente, potrebbero apportare cambiamenti significativi. Sono preoccupati per il loro futuro e per come le attuali risposte alla pandemia influenzeranno le loro vite. La maggior parte di loro non può ancora votare, ma vuole prendere parte ai processi decisionali. In poche parole, questa generazione di bambinə e ragazzə in Italia è sostanzialmente diversa dalle precedenti: hanno imparato in modo collettivo e come gruppo importanti lezioni di vita in relazione all'esperienza di pandemia di COVID-19.  Ad esempio, hanno spiegato di aver imparato a valorizzare l'importanza delle "piccole cose", agendo con responsabilità e cura nei confronti della propria comunità, e comprendendo l'importanza delle relazioni sociali. Hanno anche riflettuto molto su ciò che pensano possa rendere migliore il loro presente e il loro futuro. Se sostenuti e riconosciuti, saranno in grado di contribuire a ripensare la vita dopo la pandemia, in modo positivo e innovativo. Bambinə e ragazzə stanno già parlando, ma hanno bisogno di alleati. Genitori, insegnanti, comunità, ricercatori e politici possono svolgere un ruolo importante nel sostenerli, incoraggiarli e ascoltarli.Come possiamo noi adulti sostenere ed essere alleati di bambinə e ragazzə?  Guardando le opportunità, non solo le lacune. Non concentrandoci esclusivamente sulle perdite nell'apprendimento tradizionale ma tenendo in considerazione e facendo leva sugli altri apprendimenti portati dalla pandemia.“Durante questo periodo ho imparato che nulla è scontato, ho appreso l’importanza che racchiude un secondo, il peso di un abbraccio o di una stretta di mano, ho appreso che la vita è un soffio, dura talmente poco che non c’è tempo da sprecare, ho imparato a vivere secondo per secondo, minuto per minuto, come se fossero gli ultimi per potermi godere la vita al massimo, una vita degna, una vita che potrò raccontare ai miei nipoti quando sarò nonna.” (A, 15 anni) “Guardando indietro a questi mesi passati vedo una ragazza che ha oltrepassato numerosi ostacoli che sembravano quasi montagne, una ragazza che ha scoperto dei lati che non pensava di avere come la testardaggine e la forte determinazione che l'ha poi portata a numerose soddisfazioni. Vedo anche una ragazza che guarda la scuola con occhi diversi rispetto ad anni fa, è felice d’imparare, “scervellarsi” e ha voglia di dare il massimo. Penso anche di essere cambiata molto, soprattutto a livello di maturità, e spero di continuare sempre così, ascoltando me stessa, la mia mente ma soprattutto il mio cuore.” (S, 16 anni)  Riconoscendoli e ringraziandoli. Bambinə e ragazzə hanno fortemente contribuito alla salute e  alla sicurezza delle loro comunità. “Abbiamo rinunciato a molte cose ma abbiamo anche la consapevolezza di esserci rafforzati come persone e di aver dimostrato che anche noi adolescenti facciamo parte di una comunità (...) e che nel momento della difficoltà anche noi possiamo essere supporto agli adulti  pur continuando a sognare il nostro futuro.”  (G, scuola superiore)  Ascoltando quello che hanno da dire. Non dando per scontato di sapere a priori come si sentono e cosa è meglio per loro.   “I temi su cui la classe dirigente in Italia si dovrebbe focalizzare per garantire il benessere, presente e futuro, degli adolescenti, secondo me, sono legati alla loro libertà di vivere circondati dagli amici e dalla famiglia. Per questo non sarebbe una cattiva idea aumentare gli spazi verdi all’aperto, per permettere ai ragazzi di stare insieme e vicini in una zona con aria pulita e naturale, dove possono divertirsi e parlare senza troppe preoccupazioni.” (M, 15 anni)“Per quanto riguarda la nostra classe politica spero che questa epidemia abbia insegnato e fatto capire quanto la scuola deve essere un punto fermo per poter farci crescere in un mondo più sicuro e spero che in futuro il governo investa nella scuola in modo intelligente, consapevole, senza sprechi che tutta la nostra società andrà a pagare.” (G, scuola superiore)Come ricercatori, abbiamo  imparato molte cose parlando direttamente con bambinə e ragazzə e, ora più che mai, crediamo fermamente che tutti gli adulti dovrebbero ascoltarli e confrontarsi con loro come membri chiave della società. Ad esempio, lavorando a stretto contatto con bambinɘ e ragazzɘ nella primissima fase del processo di ricerca, abbiamo imparato a smantellare le nostre ipotesi su ciò che pensavamo fosse "migliore" dal punto di vista metodologico ed etico e abbiamo accolto possibilità nuove e non considerate che hanno dato un valore estremamente elevato al lavoro di ricerca. Durante la fase di analisi, abbiamo inoltre iniziato a notare che molti dei "personaggi della pandemia", creati collettivamente e disegnati dai partecipanti durante i focus group, erano volutamente genderless. In quel momento ci siamo resi conto che utilizzando metodi di ricerca creativa che permettono ai ragazzi di esprimersi appieno, possiamo sbloccare il potenziale di ricerca e ottenere più di quello che stavamo cercando. Ora siamo ansiosi di continuare ed espandere questo progetto per scoprire cosa hanno da dire bambinə e i ragazzə in altri contesti del mondo e per diventare un ponte tra le loro emozioni, pensieri e idee e i decisori politici. Seguite il nostro lavoro per ricevere informazioni sui prossimi risultati di ricerca.  Scopri di più su questo progetto e sugli studi correlati nel rapporto "Vite a Colori".    
Finland is the happiest country in the world – again. Or is it?
Blog

Finland is the happiest country in the world – again. Or is it?

Recently, news outlets across the world announced: Finland ranked happiest country in the world – again. This information is based on the World Happiness Report 2021 which uses data from the Gallup World Survey.But is it true?Similar to the 1950s household surveys that questioned only the male breadwinner and projected his feelings to the rest of the society, this poll misses a quarter of the world’s population – children under 15 years old.In a Lamentable Year, Finland Again is the Happiest Country in the World https://t.co/jGzx81PEo2 via @HappinessRpt pic.twitter.com/oUp6crxZJi— World Happiness Report (@HappinessRpt) March 19, 2021So, do children in Finland and other countries agree with adults? Not particularly. There are several studies of children that ask similar questions to the one in the Gallup World Poll. These are all schools-based surveys and have some sampling limitations. But the picture is consistent.The Children’s Worlds survey covered 35 countries/territories across four continents in 2016 to 2019. Finland ranked 15th out 35 countries among children aged 10 years old, and 16th out of 30 at 12 years old. Albania ranked top at both ages.The Health Behaviour in School-aged Children covered children aged 11, 13 and 15 in 45 European countries/regions plus Canada in 2017 to 2018. Finland ranked 26th among 11-year-olds, 14th among 13- year-olds and 13th among 15-year-olds. North Macedonia ranked highest at 11 years old. Kazakhstan ranked highest at 13 and 15.The Programme for International Student Assessment (PISA) 2018 asked 15 year olds in 70 mostly high-income countries/territories about their life satisfaction. Finland ranked 19th. Kazakhstan was 1st.In fact there is very little link between children’s and adults’ life satisfaction across countries.These differences are not restricted to Finland alone. The chart below shows average life satisfaction scores from the Gallup World Poll and PISA for adults and for adolescents aged 15 years old in 64 countries with matching data. Children’s and adults average life satisfaction are unrelated across these countries.Certainly there are some countries – such as Costa Rica – that have high life satisfaction among both groups; and some countries – such as Turkey – that have low life satisfaction among both. But the UK has high adult life satisfaction (8th out of 64) and low adolescent life satisfaction (63rd out of 64). Albania has low adult life satisfaction but high adolescent life satisfaction. Finland is top of the league table for adult life satisfaction but much closer to the middle for children.Sources: Adult life satisfaction taken from World Happiness Report 2020 which used the Gallup World Poll 2017 to 2019. Adolescent life satisfaction taken from the OECD’s PISA survey 2018 of adolescents aged 15 years oldNote: We use data from the Gallup World Survey, 2017 to 2019 (that featured in the World Happiness Report 2020) to match the timing of data collection with that of children’s surveys.What explains these differences?One of the doubts often raised about international comparisons of life satisfaction relates to linguistic and cultural effects. But these can’t really be a major factor here when almost the same question is asked of different age groups in the same country. One of the factors that has been linked with adult life satisfaction is national income. It is fairly clear from the examples in the diagram, and other analysis has confirmed, that this is not really the case for children. It is still not clear what can explain the different country rankings for children but one hypothesis is that high child life satisfaction is linked to the quality of social relationships.Two key messages come out of these comparisons:The factors that contribute to children’s life satisfaction are probably different to those for adults and we need to understand this better.We should be careful about ranking countries only on adults’ views - ignoring children’s views about their lives misses out on a quarter of the voices that are worth hearing.Gwyther Rees is Social and Economic Policy Research Manager at UNICEF Innocenti. Anna Gromada is Social and Economic Policy Consultant at UNICEF Innocenti.  

Journal articles

Finland is the happiest country in the world – again. Or is it?
Journal Article

Contextualising the link between adolescents’ use of digital technology and their mental health: a multi‐country study of time spent online and life satisfaction

Finland is the happiest country in the world – again. Or is it?
Journal Article

Comparing inequality in adolescents’ reading achievement across 37 countries and over time: outcomes versus opportunities

Podcasts

Finland is the happiest country in the world – again. Or is it?
Podcast

Uncovering An #UnfairStart: An Interview with UNICEF Report Card 15 authors on Education Inequality

Finland is the happiest country in the world – again. Or is it?
Podcast

Uncovering An #UnfairStart: An Interview with UNICEF Report Card 15 authors on Education Inequality

Finland is the happiest country in the world – again. Or is it?
Podcast

Uncovering An #UnfairStart: An Interview with UNICEF Report Card 15 authors on Education Inequality