This commentary aims to examine the COVID-19 disruptions to CSE programming, responses, and strategies from countries and organisations to overcome challenges caused by COVID restrictions, and to explore the potential for digital technologies to deliver information and education in new ways.

Schools are a key channel in formal reporting of violence against children, but this channel broke down with the onset of the COVID-19 pandemic. We study how widespread such reporting declines are, and to what extent they were recovered once re-openings begin.

This special issue of the Journal on Education in Emergencies (JEiE) offers empirical observations of the effects the COVID-19 pandemic has had on students, parents, and teachers in conflict and crisis-affected contexts.

In the first few months of 2020, 1.5 billion children worldwide were excluded from schools by the COVID-19 pandemic.

This report presents findings from the fourth round of the Survey on National Education Responses to COVID-19 School Closures, administered between April–July 2022 with responses from Ministries of Education in 93 countries.

School closures during the COVID-19 pandemic led to losses equivalent to over half a year’s worth of learning. This foregone learning will hamper students’ productivity and ability to earn income in the future.

South Africa's progress towards the 95-95-95 goals has been significantly slower among adolescents living with HIV (ALHIV), among whom antiretroviral therapy (ART) adherence, retention in care and viral suppression remain a concern.

This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic.

This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher training and support during the COVID-19 pandemic.

The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a