COVID 19 has heightened a pre-existing child’s right crisis.

This report presents key findings from the 3rd round of the UNESCO-UNICEF-World Bank-OECD survey, although in some cases, data from the previous two rounds and some other sources were also used. The report has eight sections.

To date, this report is one of the largest qualitative study of sexuality and gender diverse young people and their use of social media platforms.

This report synthesizes available policy and practice evidence on school reopening in 40 African partner countries of the Global Partnership for Education.

Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options.

While there is no doubt that education is transformative, simply going to school is not enough. Real learning, the process of receiving and distilling information, of thinking and creating and producing and socializing, is less likely to happen if a child is scared or traumatized.

These recommendations from the Technical Advisory Group (‎TAG)‎ on Schooling during the COVID-19 pandemic of the WHO Regional Office for Europe represent the work of the TAG between October 2020 and June 2021.

Learners with disabilities are disproportionately affected by school violence and bullying at all ages and in all learning settings. This has significant adverse impacts on their education, health and well-being.

This report synthesizes available evidence on the policies and practices of 40 African partner countries of the Global Partnership for Education (GPE) in responding to the impact of COVID-19 on the well-being of school children in sub-Saharan Africa (SSA).

This paper draws key messages to help policy and practice to mitigate the disruptive effects of the COVID-19 crisis on student learning.