Lucie Cluver's (University of Oxford) presentation for the launch of UNICEF Innocenti's #BeyondMasks report on 19 November 2020. Find out more about the webinar and the report: https://www.unicef-irc.org/events/beyond-masks-launch-event.html

1. BEYOND MASKS
Societal impacts of
COVID-19 and accelerated
solutions for children and
adolescents
Office of Research-Innocenti
BEYOND MASKS
Societal impacts of
COVID-19 and accelerated
solutions for children and
adolescents
Office of Research-Innocenti

2. Professor Lorraine Sherr Professor Lucie Cluver Professor Mark Tomlinson
Dr Priscilla Idele Dr Prerna Banati David Anthony
Kathryn Roberts Katharina Haag Xanthe Hunt.
Invaluable writing and reviewing contributors from the UKRI GCRF Accelerate Hub:
Prof Elleke Boehmer (UK), Sam Bojo Lokkden (South Sudan), Dr Marisa Casale (South Africa), Helena Channon-Wells (UK), Angelique Nicole Chetty (South
Africa), Archie Davies (UK), Dr Chris Desmond (South Africa), Dr Karen Devries (UK), Dr Evelyn Gitau, Genevieve Haupt Ronnie (South Africa), Dr Lucas
Hertzog Ramos (Brazil), Dr Mona Ibrahim (Sudan), Zimpande Kawanu (South Africa), Dr Anne Khisa (Kenya), Dr Louise Knight (UK), Dr Jamie Lachman
(UK), Nontokozo Langwenya (Eswatini), Dr Franziska Meinck (Scotland), Kopano Monaisa (South Africa), Dr Gerry Mshana (Tanzania), Prof Olayinka
Omigbodun (Nigeria), Dr Kate Orkin (South Africa), Dr William Rudgard (UK), Dr Yulia Shenderovich (Belarus), Dr Oluwaseyi Somefun (Nigeria), Dr. Heidi
Stockl (Germany), Dr Rita Tamanbang (Cameroon), Dr Elona Toska (SA), Prof Cathy Ward (South Africa), Noreen Kudzanai Wini Dari (Zimbabwe), Prof
Mark Orkin (South Africa). Primary research with adolescent advisory groups was led by Dr Lesley Gittings, Nokubonga Rayalo, Nosipho Lawrence,
Nabeel Petersen, Jenny Chen, Jane Mbithi, Dr Elona Toska, Sally Medley. Special thanks to Sarah Jannat Iqbal, aged 11 (UK), for valuable self-led
research. Thanks to Leah de Jager for exceptional design. We would also like to thank the many UNICEF readers, Prof Larry Aber and external reviewers
who provided valuable reviews and comments, and whose engagement highlighted the need for future and more detailed reviews of important areas
within this report. Thanks to Prof Vikram Patel for thoughts and remarks.

3. COVID-19 has raised risks for children and adolescents
Additional deaths
TB, Malaria, HIV,
Cancer
Increased
mental health
distress
Exposure to
Violence
Educational
losses
Increased
poverty
Family
effects

4. OECD (2020), “Six decades of ODA: insights and outlook in the COVID-19 crisis”
Global aid reductions due to COVID economic crisis
Constant2018USDbillion
155
150
145
140
135
130
125
Countries peg OAD as a share of GNI at 2019 levels
2018 2019 2020 2021

5. Fight amongst
ourselves for our
specific sectors
How can we respond?
Get strategicArgue for more
money for
children overall
Source: IMF staff estimates.
Note: WEO = World Economic Outlook. Data labels use International Organization
for Standardization (ISO) country codes.
Over the medium term, advanced and emerging market and developing
economies will only modestly progress toward the 2020–25 path of economic
activity projected before the COVID-19 pandemic.
Figure 1.12. GDP Losses: 2019–21 versus 2019–25
(Percent difference between January 2020 WEO Update and October
2020 WEO projections)
0 2 4 6 8 10 1412
0
2
14
12
10
8
6
4
GDPlosses,2019–25
GDP losses, 2019–21
MYS
PHL
VNM
NLD
ARG
IRN
PAK
NGA
EGY
TWN
POL
THA
AUS
SAU
CAN
ESPKOR TUR
MEX
ITA
BRA
FRA
GBR
IDN
RUS
DEU
JPN
IND
USA
CHN
January 2020 WEO Update October 2020 WEO
Cumulative growth, 2013–18
Subdued medium-term growth prospects imply a severe setback to the projected
pace of improvement in average living standards across all country groups.
Source: IMF staff estimates.
Note: AE = advanced economy; EMDE = emerging market and developing
economy; LIC = low-income country; WEO = World Economic Outlook.
Figure 1.13. Per Capita GDP: Cumulative Growth, 2019–25
(Percent)
0
5
10
15
20
25
AE EMDE LIC
Per Capita GDP: Cumulative Growth, 2019-25
(Percent)

6. Assimilateevidence from epidemics and the global south
Innovateto digital, social distancing, youth innovation
Accelerateacross impacts of COVID-19 and SDGs
Evaluaterapid, non-invasive, essential

7. • In-depth scoping reviews (published and grey literature)
• Keyword searches and reviews of relevant databases, prioritising randomised trials and
high-quality controlled studies or pre-post studies with evidence from:
• COVID-19;
• prior epidemics: HIV/AIDS, TB, Ebola and Zika;
• low-resource settings and contexts of weak service infrastructure
• COVID-adapted and digital technologies
• Interventions synthesised across reviews for each theme area
• Searches of child and adolescent experiences and child-led research within COVID-19
• Primary research (PI Dr Lesley Gittings) with South African adolescents and young adults
(25 June-3 August 2020)
Assimilate, Innovate

8. Health and well being

9. [PHOTO TO BE CHANGED IN LAYOUT VERSION]
Violence and conflict

10. Accelerate, Evaluate

11. Cluver, Orkin, Toska, Campeau, Webb, Carlqvist, Sherr, (2019) Lancet CAH
HIV/AIDS, South Africa
Bandiera, Buehren, Goldstein, Rasul, Smurra, (2018) World Bank
Ebola, Sierra Leone
Contraception
Literacy & numeracySexual
exploitation
School enrolment
Unwanted sex
Learning time
Accelerate, Evaluate
Good mental
health
+33%
HIV care
retention
+22%
School
progression
+34%
No high-risk
sex
+19%
No violence
perpretration
+34%
No community
violence
+20%
No abuse
+51%

12. Cash transfers to
children’s families
Take-home
food provision
School
reopening
Social protection
Tirivayi, N., Richardson, D., Gavrilovic, M., et al (2020). A rapid review of economic policy and social protection
responses to health and economic crises and their effects on children - Lessons for the COVID-19 pandemic
response, Innocenti Working Paper
World Food Programme and UNICEF joint response to COVID-19 https://www.wfp.org/school-health-and-nutrition

13. COVID-19 Parenting
violence prevention
Cameroon: Used tips in workshops presented to
fathers in the community
Pakistan: National television broadcast
Laos: National Government and UNICEF speakers
in 5,800 villages for 50% of population
Thailand: Government distributed leaflets in Health
Promotion hospitals throughout the country
Philippines: National Government and UNICEF
webinars for over 1500+ families
Malawi & Zambia: Blantyre Synod Radio
broadcast reaching over 11 million people
Jamaica: Shared audio tips on national radio
Kyrgyzstan: Cartoon videos on national
television reaching over 2 million people
South Africa: Reached over 6,8 million people
through 50 different community radio stations
Zimbabwe: Reached over 1million via national
radio stations.
Special Olympics: in 130 countries
Paraguay: 1 million reached online with the
First Lady’s support
India: Created phone-call based family mentoring
programme based on the parenting tips
Sri Lanka, Cameroon India, Montenegro, Philippines
& South Africa: Delivered with food packages
million people
133 182 29
countries governments

14. https://www.sangath.in/pride/
Michelson, Malik…Patel et al. (2020) Lancet CAH
https://www.voicesofyouth.org/campaign/mental-health-wellbeing-
guide-how-take-care-yourself-during-stressful-times#header--21961
Psychosocial/mental health support
TIP 4: KNOW YOUR
ANGER WARNING SIGNS
Be aware of makes you upset.
There is nothing wrong with feeling UPSET and FRUSTRATED.
What counts is how you handle it.
TIP 6: BE AWARE OF
WHAT MAKES YOU ANGRY
Try to think about that triggers this anger at home, for example,
my mother always criticizes me if I am sleeping during the day,
TIP 5: RESPOND NOT REACT
In a conflict, it is natural to react impulsively.
Here are some constructive ways to respond:
Walk away until you feel calm.
Do not talk until you have calmed down.
Take a few slow breaths.
Try your best to explain how you are feeling.
Ask for help if you have tried and
cannot calm down or if the other person is not calming down.
Say thank you in some way to 2 people that bring light and strength into your life.
It could be in person or through a call, SMS, letter, or some other way.
If you cannot reach them, you can connect with them in your thoughts by
thinking about good memories you have shared together.
I cry! I yell!
I feel hot! My heart races!

15. Dreesen, T, Akseer, S, Brossard, M et al (2020) Promising Practices for
equitable remote learning. Innocenti research brief.
Source: UNICEF COVID-19 Education Response Survey – 127 countries.
Percentage of countries using remote learning
delivery channels (127 reporting countries)
Education
Radio 58%
TV 75%
Digital 73%
Home visit 7%
Take-home 48%

16. Making children at the heart of the COVID response
Accelerate
across SDGs
Adaptive &
Locally Relevant
Open Source
& Non-Commercial
Scalable
& Low-Cost
Evidence of
Impact