CONNECT
search advanced search
UNICEF Innocenti
Office of Research-Innocenti
search menu

Publications

UNICEF Innocenti's complete catalogue of research and reports
Life in Lockdown: Child and adolescent mental health and well-being in the time of COVID-19
SPOTLIGHT

Life in Lockdown: Child and adolescent mental health and well-being in the time of COVID-19

COVID-19 lockdowns have significantly disrupted the daily lives of children and adolescents, with increased time at home, online learning and limited physical social interaction. This report seeks to understand the immediate effects on their mental health. Covering more than 130,000 children and adolescents across 22 countries, the evidence shows increased stress, anxiety and depressive symptoms, as well as increased alcohol and substance use, and  externalizing behavioural problems. Children and adolescents also reported positive coping strategies, resilience, social connectedness through digital media, more family time, and relief from academic stress. Factors such as demographics, relationships and pre-existing conditions are critical. To ensure children and adolescents are supported, the report recommends building the evidence on the longer-term impact of the pandemic on child and adolescent mental health in low- and middle-income countries, including vulnerable populations. To ensure children and adolescents are supported, the report recommends building the evidence on the longer-term impact of the pandemic on child and adolescent mental health in low- and middle-income countries, including vulnerable populations.
READ THE FULL REPORT

RESULTS:   11     SORT BY:
Prev 1 Next

FILTER BY:

PUBLICATION DATE:
COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition
Blog Blog

COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition

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.
1 - 11 of 11
First Prev 1 Next Last
Implementing the Convention on the Rights of the Child: Resource mobilization in low-income countries. Summary
Implementing the Convention on the Rights of the Child: Resource mobilization in low-income countries. Summary
Published: 1996 Innocenti Studies
This Innocenti Study focuses on the implementation of the UN Convention on the Rights of the Child as it relates to children’s basic economic and social rights in developing countries in terms of the obligations placed by the Convention on both States and the international community. A key proposition is that working effectively for children’s rights involves many of the same strategies and implementation methods that have proved successful in numerous development efforts worldwide. The rights approach is inherently more concerned with issues of equity, non-discrimination and social justice, but it cannot afford to neglect the challenge of resource mobilization. And in this regard our conception of societal ‘resources’ must be extended beyond the limited finances of governments to encompass human, technological, cultural and organizational capabilities.
A Model for Action - the Children's Rights Development Unit:  Promoting the Convention on the Rights of the Child in the United Kingdom
A Model for Action - the Children's Rights Development Unit: Promoting the Convention on the Rights of the Child in the United Kingdom

AUTHOR(S)
Gerison Lansdown

Published: 1996 Innocenti Studies
From 1992 to 1995, the Children’s Rights Development Unit worked to promote the UN Convention on the Rights of the Child in the UK. It chose five broad strategies: promoting awareness of the Convention and its practical application to children’s lives; monitoring the extent to which legislation, policy and practice in the UK comply with the Convention; developing practical strategies for implementation; promoting children’s participation; and identifying mechanisms for compliance. The process, which involved many individuals (children included) and hundreds of organizations, is documented here to be shared with kindred organizations in other countries.
The Best Interests of the Child: Towards a synthesis of children's rights and cultural values
The Best Interests of the Child: Towards a synthesis of children's rights and cultural values
Published: 1996 Innocenti Studies
This paper investigates the dilemmas that arise in applying the ‘best interests’ principle, particularly as the term is used in Article 3(1) of the UN Convention on the Rights of the Child, to concrete situations involving the treatment of children. The topics covered include: historical and current usages of the principle in domestic and international law; the technical meaning of the terms employed in the Convention; the problem of indeterminacy that the application of the best interests principle in a given situation will not necessarily lead to any particular outcome; how the principle relates to the overall debate over cultural relativism; the approach adopted by the Committee on the Rights of the Child.
Cite this publication | No. of pages: 50 | Thematic area: Rights of the Child | Tags: best interests of the child, children's rights, implementation of the crc | Publisher: UNICEF ICDC, Florence
Italy: Too little time and space for childhood
Italy: Too little time and space for childhood

AUTHOR(S)
Ray Lorenzo

Published: 1992 Innocenti Studies
The Urban Child project launched studies in the Philippines, Brazil, India and Kenya. Italy constituted a special challenge because it introduced to the project a North-South dimension. Owing to the rapid industrialization and economic growth of the period 1950-1980, Italian children have certainly fared better. However, severe forms of disaffection and problems among Italian youth have also emerged.
Cite this publication | No. of pages: 44 | Thematic area: Urban Child | Tags: child-friendly cities, right to adequate standard of living, standard of living, urban children | Publisher: UNICEF ICDC, Florence
India: The forgotten children of the cities
India: The forgotten children of the cities

AUTHOR(S)
Amrita Chatterjee

Published: 1992 Innocenti Studies
In India, as in other countries, the rise in the number of street and working children is associated with the phenomenon of rapid urban growth, especially of sprawling slums and shanty towns. The predicament of the urban child "in difficult circumstances" is inextricable from these conditions of urban poverty in which he and she is brought up. The first point of any enquiry into childhood in India's slums and squatter settlements, therefore, has to be the entire living context of poor urban children: physical, environmental, socio-economic, and familial. Unless the child's family is made the target of understanding and improvement, there is not likely to be sustained amelioration of the children's current plight or future prospects.
Cite this publication | No. of pages: 48 | Thematic area: Urban Child | Tags: abandoned children, children in especially difficult circumstances, street children, urban children | Publisher: UNICEF ICDC, Florence
Kenya: Child newcomers in the urban jungle
Kenya: Child newcomers in the urban jungle

AUTHOR(S)
Dorothy Munyakho

Published: 1992 Innocenti Studies
In order to establish fully the connection between urban children in especially difficult circumstances and the problems their families are encountering, it is also necessary to address the effects of social change on families and individuals. This ranges from understanding the deterioration of family ties in different environments, to identifying changes in expectations, personal roles and atttitudes familiar in many countries. The 'Urban Child' project, furthermore, while not strictly undertaking a comparative analysis, has sought to identify and highlight common problems such as overcrowding, pollution, the growing presence of drugs and AIDS, urban violence, internal and external migration, and the lack of a sense of belonging.
Cite this publication | No. of pages: 48 | Thematic area: Urban Child | Tags: right to adequate standard of living, standard of living, street children, urban children | Publisher: UNICEF ICDC, Florence
Italia: più tempo e spazio ai bambini
Italia: più tempo e spazio ai bambini

AUTHOR(S)
Ray Lorenzo

Published: 1992 Innocenti Studies
Il progetto "Bambino urbano" ha promosso attività di ricerca nelle Filippine, in Brasile, India e Kenya. L'Italia, invece, costituisce una sfida particolare che introduce nel progetto la dimensione Nord-Sud. I bambini italiani vivono sicuramente meglio per la rapida industrializzazione e la crescita economica nel periodo 1950-1980. Nello stesso tempo, tuttavia, emergono fra le giovani generazioni forme anche gravi di disagio e di emarginazione, non sempre adeguatamente compresi e fronteggiati dalla società.
Cite this publication | No. of pages: 46 | Thematic area: Urban Child | Tags: child-friendly cities, right to adequate standard of living, standard of living, urban children | Publisher: UNICEF ICDC, Florence
The Convention: Child rights and UNICEF experience at the country level
The Convention: Child rights and UNICEF experience at the country level
Published: 1991 Innocenti Studies
Children of the Runaway Cities: The impact of urban poverty on childhood and family life in the Philippines
Children of the Runaway Cities: The impact of urban poverty on childhood and family life in the Philippines

AUTHOR(S)
Maggie Black

Published: 1991 Innocenti Studies
Cite this publication | No. of pages: 44 | Thematic area: Child Poverty, Urban Child | Tags: child poverty, urban children, urban families | Publisher: UNICEF ICDC, Florence
Brazil: The fight for childhood in the city
Brazil: The fight for childhood in the city

AUTHOR(S)
Anthony Swift

Published: 1991 Innocenti Studies
Cite this publication | No. of pages: 44 | Thematic area: Urban Child | Tags: children at risk, street children, urban children | Publisher: UNICEF ICDC, Florence
Brésil: la lutte pour l'enfance dans la ville
Brésil: la lutte pour l'enfance dans la ville

AUTHOR(S)
Anthony Swift

Published: 1991 Innocenti Studies
Cite this publication | No. of pages: 48 | Thematic area: Urban Child | Tags: children at risk, street children, urban children | Publisher: UNICEF ICDC, Florence
1 - 11 of 11
First Prev 1 Next Last
INNOCENTI DISCUSSION PAPERS INNOCENTI REPORT CARD INNOCENTI RESEARCH BRIEFS INNOCENTI WORKING PAPERS MISCELLANEA INNOCENTI RESEARCH REPORT BEST OF UNICEF RESEARCH
JOURNAL ARTICLES BLOGS
Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic
Publication Publication

Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic

Italy was the first country in Europe to implement a nationwide lockdown. Children and their families lived in nearly complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 missed days among high-income countries worldwide. This prolonged break is of concern, as even short breaks in schooling can cause significant loss of learning for children and lead to educational inequalities over time. At least 3 million Italian students may not have been reached by remote learning due to a lack of internet connectivity or devices at home. This report explores children’s and parents’ experiences of remote learning during the lockdown in Italy, drawing on data collected from 11 European countries (and coordinated by the European Commission’s Joint Research Center). It explores how children's access and use of digital technologies changed during the pandemic; highlights how existing inequalities might undermine remote learning opportunities, even among those with internet access; and provides insights on how to support children’s remote learning in the future. *** L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa. Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa
Publication Publication

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary school age. In sub- Saharan Africa, the learning poverty rate is 87 per cent overall, and ranges from 40 per cent to as high as 99 per cent in the 21 countries with available data. Teachers attending lessons and spending quality time on task is a critical prerequisite to learning. However, in sub-Saharan Africa, teacher absenteeism ranges from 15 to 45 per cent. Teacher absenteeism and reduced time on task wastes valuable financial resources, short-changes students and is one of the most cumbersome obstacles on the path toward the education Sustainable Development Goal and to the related vision of the new UNICEF education strategy: Every Child Learns. Whilst the stark numbers are available to study, and despite teacher absenteeism being a foremost challenge for education systems in Africa, the evidence base on how policies and practices can influence teacher attendance remains scant. Time to Teach (TTT) is a research initiative that looks at primary school teacher attendance in eight countries and territories in the Eastern and Southern Africa (ESA) region: the Comoros; Kenya; Rwanda, Puntland, State of Somalia; South Sudan; the United Republic of Tanzania, mainland; the United Republic of Tanzania, Zanzibar; and Uganda. Its primary objective is to identify factors affecting the various forms of teacher attendance, which include being at school, being punctual, being in the classroom, and teaching when in the classroom, and use this evidence to inform the design and implementation of teacher policies.

Share:

facebook twitter linkedin google+ reddit print email