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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.
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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.
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Child Labour in Historical Perspective 1800-1985: Case Studies from Europe, Japan and Colombia
Child Labour in Historical Perspective 1800-1985: Case Studies from Europe, Japan and Colombia
Published: 1996 Historical Perspectives
The aim of the Historical Perspectives series is to use a greater understanding of the history of childhood to shed light on the quest for improved policies and programmes for dealing with contemporary child-related social issues. In investigating the social and economic factors and policy measures that have proved instrumental in all but ending child labour in industrialized countries, these papers aim to direct attention to measures that might be adopted to accelerate substantially the movement towards elimination at least of the most harmful and exploitative forms of child labour in today’s developing world.
Cite this publication | No. of pages: 106 | Thematic area: Child Work and Labour | Tags: child labour, historical analysis | Publisher: UNICEF ICDC, Florence
The Decline of Infant Mortality in Europe, 1800-1950: Four national case studies
The Decline of Infant Mortality in Europe, 1800-1950: Four national case studies
Published: 1993 Historical Perspectives
The basic facts about the secular decline of infant mortality in Europe have been known for nearly a century. Regristration series show that the levels of infant mortality in the late nineteenth century were still extremely high and could vary quite markedly from one country to another, ranging from about 100 per 1,000 live births in Norway and Sweden to 200 or even 250 per 1,000 in countries such as Germany, Austria and Russia. At the turn of the century, however, infant mortality began to fall almost right across the continent. By the 1950s, when national rates of infant mortality ranged between 20 and 50 per 1,000, the process of convergence was nearly completed. The fall in infant mortality, which was paralelled by a simultaneous and equally pronounced decline in fertility, was responsible for raising life expectancy in many European countries by more than 10 years over a remarkably short period of time. The countries reviewed in this publication are Sweden, England, France and Austria.
Cite this publication | No. of pages: 86 | Thematic area: Early Childhood | Tags: child development, health policy, historical analysis, infant mortality, social policy | Publisher: UNICEF ICDC, Florence
Historical Perspectives on Breastfeeding: Two essays
Historical Perspectives on Breastfeeding: Two essays
Published: 1991 Historical Perspectives
The first wave of historical studies of breastfeeding was instrumental in allowing economists, social scientists and decision-makers to guage the order of magnitude of the potantial demographic effects of changing infant feeding patterns that were apparantly underway in many third world countries. In the past 20 years much more information has become available on the effects of feeding patterns on infant mortality in developing countries, yet there are still interesting lessons to be learnt from the past. A blending of quantitative and qualitative evidence can contribute to a better understanding of behavioural dilemmas and can also help us to assess the impact of innovation and official intervention on the survival chances of infants and young children.
Cite this publication | No. of pages: 96 | Thematic area: Early Childhood | Tags: breastfeeding, child nutrition, early childhood development, historical analysis | Publisher: Istituto degli Innocenti, Florence; UNICEF ICDC, Florence
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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.

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