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

Publications

UNICEF Innocenti's complete catalogue of research and reports
Best of UNICEF Research 2021
SPOTLIGHT

Best of UNICEF Research 2021

Best of UNICEF Research showcases the most rigorous, innovative and impactful research produced by UNICEF offices worldwide. While evidence highlights emerging issues, it also informs decisions and provides policy and programme recommendations for governments and partners to improve children’s lives. This ninth edition brings together 11 powerful studies from around the world and across the five Strategic Goal Areas. How do South Asian youth feel about entering the world of work? What is the effect of climate-related hazards on access to healthcare? How has COVID-19 affected children and their families in the Republic of Moldova? With social and economic inequalities increasing and progress towards the Sustainable Development Goals lagging, rigorous research – answers to these questions – has never mattered more.
READ THE FULL REPORT

RESULTS:   43     SORT BY:

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 - 12 of 43
Rapid Review Protocol - Life in Lockdown: Child and adolescent mental health and well-being in the time of COVID-19
Rapid Review Protocol - Life in Lockdown: Child and adolescent mental health and well-being in the time of COVID-19
Published: 2021 Innocenti Working Papers

While there has been a global rush to generate rapid evidence on COVID-19 mental health impacts among adults, limited evidence exists on the potential impacts on children.

This is the protocol for our rapid review that seeks to (i) understand the immediate impact of COVID-19’s first wave on the mental health of children and adolescents (0–19 years); and (ii) apply lessons learned from this pandemic to mitigate the impacts of future health crises.

The key research questions of this review are: 

  • What has been the immediate impact of COVID-19 and associated containment measures on the mental health and psychosocial well-being of children and adolescents?
  • How and which risk and protective factors have affected mental health during COVID-19 and have they varied across subgroups of children and adolescents?

Leading Minds Online Yearbook 2020
Leading Minds Online Yearbook 2020
Published: 2021 Miscellanea
Leading Minds Online, like many good things, was born out of necessity. After a successful inaugural Leading Minds Conference at UNICEF Office of Research – Innocenti in Florence, Italy in November 2019, the office’s convening team began 2020 gearing up for the second annual conference. 

The COVID pandemic that began in late 2019 put a stop to that. So we took our convening online, convinced that the philosophy that underpinned the Leading Minds convening in 2019 - to bring experts from all walks of life – young people, academics, practitioners, policymakers, businesses, the media, civil society and UNICEF’s own expert staff – around the current and next-generation challenges and opportunities for children could be just as relevant online as it is in person. Hence Leading Minds Online was born on 6 May 2020, with our first webcast series focused on experts' opinions on the implications of COVID-19 on children’s lives and futures. This yearbook summarizes their contributions to each of the webcasts and highlights the recommendations of each virtual event.


La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana
La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana
Published: 2021 Innocenti Research Report

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.

Investigating Risks and Opportunities for Children in a Digital World: A rapid review of the evidence on children’s internet use and outcomes
Investigating Risks and Opportunities for Children in a Digital World: A rapid review of the evidence on children’s internet use and outcomes
Published: 2021 Innocenti Discussion Papers

Children’s lives are increasingly mediated by digital technologies. Yet, when it comes to understanding the long-term effects of internet use and online experiences on their well-being, mental health or resilience, the best we can do is make an educated guess. Our need for this knowledge has become even more acute as internet use rises during COVID-19.

This report explores what has been learned from the latest research about children’s experiences and outcomes relating to the internet and digital technologies. It aims to inform policy-makers, educators, child-protection specialists, industry and parents on the best evidence, and it proposes a future research agenda.

Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic
Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic
Published: 2021 Innocenti Research Report

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.

***

La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana

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.

Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 1: Every child survives and thrives
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 1: Every child survives and thrives
Published: 2020 Innocenti Research Briefs
This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.
Cite this publication | No. of pages: 10 | Thematic area: Child well-being | Tags: child well-being
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 2: Every child learns
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 2: Every child learns
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 7 | Thematic area: Child well-being | Tags: child well-being
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 3: Every child is protected from violence and exploitation
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 3: Every child is protected from violence and exploitation
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 6 | Thematic area: Child well-being | Tags: child well-being
Evidence and Gap Map Research Brief Unicef Strategic Plan 2018–2021 Goal Area 4: Every child lives in a safe and clean environment
Evidence and Gap Map Research Brief Unicef Strategic Plan 2018–2021 Goal Area 4: Every child lives in a safe and clean environment
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 5: Every child has an equitable chance in life
Evidence and Gap Map Research Brief UNICEF Strategic Plan 2018–2021 Goal Area 5: Every child has an equitable chance in life
Published: 2020 Innocenti Research Briefs

This research brief is one of a series of five briefs, which provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries. These briefs summarize evidence as mapped against the five goal areas of UNICEF’s 2018–2021 Strategic Plan, although it is anticipated that they will also be useful for others working in the child well-being space.

Cite this publication | No. of pages: 6 | Thematic area: Child well-being | Tags: child well-being
Interventions to Reduce Violence Against Children in Low- and Middle-income Countries: Evidence and Gap Map Research Brief 1 Overview of findings
Interventions to Reduce Violence Against Children in Low- and Middle-income Countries: Evidence and Gap Map Research Brief 1 Overview of findings
Published: 2020 Innocenti Research Briefs

The production of evidence on interventions for reducing violence against children (VAC) has steadily increased over the years. Yet, gaps exist that need to be addressed when it comes to research investment priorities and future studies. This brief summarizes the key findings from the Evidence Gap Map on interventions to reduce violence against children in low- and middle-income countries. All technical details can be reviewed in the main report.

Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries
Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries
Published: 2020 Innocenti Report Card

A new look at children from the world’s richest countries offers a mixed picture of their health, skills and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. Even countries with good social, economic and environmental conditions are a long way from meeting the targets set in the 2030 Agenda for Sustainable Development. Focused and accelerated action is needed if these goals are to be met.

The evidence from 41 Organisation for Economic Co-operation and Development (OECD) and European Union (EU) countries tells its own story: from children’s chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. This report reveals children’s experiences against the backdrop of their country’s policies and social, educational, economic and environmental contexts.

1 - 12 of 43
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.
Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia
Publication Publication

Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia

Il rapporto Vite a Colori racconta le esperienze, percezioni ed opinioni di un gruppo di adolescenti sul primo anno di pandemia di Covid-19 in Italia cercando di comprendere le loro esperienze e punti di vista, attraverso le loro parole. La raccolta dati si è svolta tra febbraio e giugno 2021 con 114 partecipanti tra i 10 e i 19 anni, frequentanti le scuole superiori del primo e del secondo ciclo di 16 regioni italiane. Bambinɘ e ragazzɘ che si identificano come LGBTQI+, minori stranieri non accompagnati (MSNA) e adolescenti con background socioeconomico svantaggiato sono stati deliberatamente inclusi nel campione interessato dalla ricerca

Share:

facebook twitter linkedin google+ reddit print email