Education, Urban Poverty and Migration

This paper examines how social benefits contributed to reducing the scarring effects of monetary poverty among children in European countries in the years following the Great Recession. Based on the European Union Statistics on Income and Living Conditions database, our findings highlight that social benefit functions differ in their ability to reduce the risk of monetary poverty for children with previous experience in poverty. While family/children’s benefits are crucial in reducing child poverty in general, they are not significant in terms of reducing the scarring effects of child poverty. Old age/ survivors’ benefits meanwhile appear to be a significant support for children with prior experience in poverty. Empirical evidence thus suggests the effectiveness of social transfers to combat occasional child poverty does not always coincide with their effectiveness in preventing children from remaining in poverty year after year.

In recent decades, violence in and around schools has become a serious concern in Latin America and the Caribbean. This is not a new or isolated phenomenon, nor is it limited to certain schools or countries. While much of the literature connecting violence and schools has focused on bullying, it has overlooked how violence in other environments, in families and in communities, affects children’s education and their learning outcomes. Latin America and the Caribbean is home to 9 out of the 10 countries with the highest rates of violence in the world. Yet, the prevalence of bullying in schools is one of the lowest in comparison to other regions, suggesting that this is not the most concerning form of violence impacting children’s educational experiences. This literature review summarizes existing evidence on the impacts of community violence on academic achievement as well as on other educational outcomes – including dropping out, absenteeism, truancy, enrolment and attendance – and highlights policy and research implications.

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.

The prevalence of school-related violence and, in particular, bullying is not a new or isolated phenomenon, nor is it limited to certain schools or countries. Abundant evidence indicates that bullying is widespread and has a negative impact on educational outcomes. Children who are victims of bullying can also be affected emotionally and physically in both the short and long terms. Evidence from low- and middle-income countries on bullying is less extensive when compared to the evidence available on predictors and effects of bullying from high-income countries. However, some findings for the Latin American and Caribbean region seem to suggest a similar picture, with a high prevalence of bullying victimization and association to lower reading scores in different subjects tested. This working paper first uses data from UNESCO’s Third Regional Comparative and Explanatory Study for nationally representative samples of sixth grade students to determine the prevalence of bullying and its association to learning outcomes in 15 countries of the LAC region. It then looks at interventions in countries of the region to mitigate the impacts of violence.