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UNICEF Innocenti's complete catalogue of research and reports
Places and Spaces: Environments and children’s well-being
SPOTLIGHT

Places and Spaces: Environments and children’s well-being

Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic? Data show that a nation’s wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being. Beyond children’s immediate environments, over-consumption in some of the world’s richest countries is destroying children’s environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations.
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Intersectional Discrimination against Children: Discrimination against Romani children and anti-discrimination measures to address child trafficking
Intersectional Discrimination against Children: Discrimination against Romani children and anti-discrimination measures to address child trafficking

AUTHOR(S)
Camilla Ida Ravnbøl

Published: 2009 Innocenti Working Papers
This paper adds a perspective to existing research on child protection by engaging in a debate on intersectional discrimination and its relationship to child protection. The paper has a two-fold objective: (1) to further establish intersectionality as a concept to address discrimination against children; and (2) to illustrate the importance of addressing intersectionality within rights-based programmes of child protection.
Children of Minorities: Gypsies
Children of Minorities: Gypsies

AUTHOR(S)
Sandro Costarelli

Published: 1993 Innocenti Insights
Cite this publication | No. of pages: 76 | Thematic area: Minorities | Tags: children's rights, minority children, minority groups, rights of minority children, roma, roma children | Publisher: UNICEF ICDC, Florence
Crescere zingaro
Crescere zingaro

AUTHOR(S)
Sandro Costarelli

Published: 1993 Innocenti Insights
Cite this publication | No. of pages: 80 | Thematic area: Minorities | Tags: children's rights, minority children, minority groups, rights of minority children, roma, roma children | Publisher: UNICEF ICDC, Florence
Enfants des minorités : le tsiganes
Enfants des minorités : le tsiganes

AUTHOR(S)
Sandro Costarelli

Published: 1993 Innocenti Insights
Cite this publication | No. of pages: 80 | Thematic area: Minorities | Tags: children's rights, minority children, rights of minority children, roma, roma children | Publisher: UNICEF ICDC, Florence
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Responsible Innovation in Technology for Children: Digital technology, play and child well-being
Publication

Responsible Innovation in Technology for Children: Digital technology, play and child well-being

Digital experiences can have significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships, and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being. Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. To begin to tackle these questions, UNICEF and the LEGO Group initiated the Responsible Innovation in Technology for Children (RITEC) project in partnership with the Young and Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield; the Australian Research Council Centre of Excellence for the Digital Child; and the Joan Ganz Cooney Center. The research is funded by the LEGO Foundation. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
Publication

Increasing Women’s Representation in School Leadership: A promising path towards improving learning

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries. This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women’s underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women’s representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children.
Annual Report 2021
Publication

Annual Report 2021

The UNICEF Innocenti Annual Report 2021 highlights the key results achieved in research and evidence to inform policymaking and programming.
Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia
Publication

Reopening with Resilience: Lessons from Remote Learning during COVID-19: Europe and Central Asia

When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.

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