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The long-term consequences of COVID-19 have been tough for children around the world, but even more so for young children already in humanitarian crises, whether due to conflict, natural disasters, or economic and political upheaval. Young Children in Humanitarian and COVID-19 Crises: (2024), edited by Sweta Shah and Lucy Bassett, investigates how organizations around the world responded to these dual challenges, identifying solutions and learning opportunities to help to support young children in ongoing and future crises. Drawing on research and voices from the Global South…
Abstract
Children and adolescents in residential-care facilities often have lower academic achievements that their counterparts who are raised at home. Traditionally, residential programs do not prioritize academic achievements, especially at the high-school level, a situation detrimental to their chances to enter institutes of higher education. The Israel Ministry of Education decided to implement a policy change to affect the overall ecology of youth villages (Israeli residential schools), aimed at emphasizing high school academic achievements as a key to future success. This attitudinal…
The world is facing a hidden crisis in childcare. That crisis is leaving millions of children without the support they need, with damaging consequences for their future. It is also having severe impacts on three generations of women – on mothers, grandmothers and daughters.
There is an urgent need to solve the global care crisis to improve the lives of both women and children and to grow economies. There are 671 million children under five in the world today. Given labour force participation rates that exceed 60% globally, a large number of these children…
WHAT: A handbook that identifies and addresses issues of child protection in education in Southern Sudan, and mobilizes communities into action to make schools protective and nurturing learning environments. Covers safeguarding children from abuse, exploitation and violence, as well as identifying and responding to abuse.
WHO: Teachers, education authorities, parent-teacher associations, and social and community workers involved in the care, protection and education of children.
WHERE: While based upon …
Globally, during the COVID 19 pandemic there have been disruptions to initiatives, services, and programmes that promote and protect nurturing care for young children. While necessary to reduce transmission of SARS-CoV-2, strategies such as complete or partial lockdown, physical distancing measures, and school and childcare closures, have made it increasingly difficult to reach children and caregivers. At the same time, the social and economic ramifications of the pandemic have put families in even greater need of parenting and family support. In response to the COVID-19 crisis, many…