The Consequences of the COVID-19 Pandemic for Children in Kenya
Based on survey data for more than 5,000 Kenyan households, this study shows that, despite government efforts to introduce remote learning options, access to education declined markedly during a nine-month-long period of school closures. Remote lea...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2022
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| Online Access: | http://documents.worldbank.org/curated/en/099240204122222369/IDU06eab884804e7b04faa0810e098eeb883672b http://hdl.handle.net/10986/37307 |
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okr-10986-373072022-07-20T17:35:45Z The Consequences of the COVID-19 Pandemic for Children in Kenya Cameron, Emma Delius, Antonia Devercelli, Amanda Pape, Utz Siewers, Samuel HUMAN CAPITAL CHILDREN’S WELL-BEING STUDENT’S MENTAL HEALTH COVID-19 METAL HEALTH PANDEMIC LEARNING DISRUPTION REMOTE LEARNING REMOTE LEARNING OUTCOMES EDUCATIONAL INEQUITY ACCESS TO EDUCATION EMOTIONAL CONSEQUENCES OF COVID Based on survey data for more than 5,000 Kenyan households, this study shows that, despite government efforts to introduce remote learning options, access to education declined markedly during a nine-month-long period of school closures. Remote learning was adopted by only a small minority of students, and disadvantaged children fell further behind. During the first semester of 2021, reports of alterations in children’s externalizing and internalizing behavior more than tripled, with one in five children being affected by June 2021. After schools reopened, children learning remotely or through alternative means were more likely to suffer from these disruptions in emotional well-being than those who returned to school. While the medium- and long-term effects on learning outcomes and human capital remain unknown, the findings suggest that girls and children from poorer and less educated households have been disproportionately affected. 2022-04-14T18:51:45Z 2022-04-14T18:51:45Z 2022-04 Working Paper http://documents.worldbank.org/curated/en/099240204122222369/IDU06eab884804e7b04faa0810e098eeb883672b http://hdl.handle.net/10986/37307 English Policy Research Working Papers;10003 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Policy Research Working Paper Publications & Research Africa Eastern and Southern (AFE) Africa Kenya |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
HUMAN CAPITAL CHILDREN’S WELL-BEING STUDENT’S MENTAL HEALTH COVID-19 METAL HEALTH PANDEMIC LEARNING DISRUPTION REMOTE LEARNING REMOTE LEARNING OUTCOMES EDUCATIONAL INEQUITY ACCESS TO EDUCATION EMOTIONAL CONSEQUENCES OF COVID |
| spellingShingle |
HUMAN CAPITAL CHILDREN’S WELL-BEING STUDENT’S MENTAL HEALTH COVID-19 METAL HEALTH PANDEMIC LEARNING DISRUPTION REMOTE LEARNING REMOTE LEARNING OUTCOMES EDUCATIONAL INEQUITY ACCESS TO EDUCATION EMOTIONAL CONSEQUENCES OF COVID Cameron, Emma Delius, Antonia Devercelli, Amanda Pape, Utz Siewers, Samuel The Consequences of the COVID-19 Pandemic for Children in Kenya |
| geographic_facet |
Africa Eastern and Southern (AFE) Africa Kenya |
| relation |
Policy Research Working Papers;10003 |
| description |
Based on survey data for more than
5,000 Kenyan households, this study shows that, despite
government efforts to introduce remote learning options,
access to education declined markedly during a
nine-month-long period of school closures. Remote learning
was adopted by only a small minority of students, and
disadvantaged children fell further behind. During the first
semester of 2021, reports of alterations in children’s
externalizing and internalizing behavior more than tripled,
with one in five children being affected by June 2021. After
schools reopened, children learning remotely or through
alternative means were more likely to suffer from these
disruptions in emotional well-being than those who returned
to school. While the medium- and long-term effects on
learning outcomes and human capital remain unknown, the
findings suggest that girls and children from poorer and
less educated households have been disproportionately affected. |
| format |
Working Paper |
| author |
Cameron, Emma Delius, Antonia Devercelli, Amanda Pape, Utz Siewers, Samuel |
| author_facet |
Cameron, Emma Delius, Antonia Devercelli, Amanda Pape, Utz Siewers, Samuel |
| author_sort |
Cameron, Emma |
| title |
The Consequences of the COVID-19 Pandemic for Children in Kenya |
| title_short |
The Consequences of the COVID-19 Pandemic for Children in Kenya |
| title_full |
The Consequences of the COVID-19 Pandemic for Children in Kenya |
| title_fullStr |
The Consequences of the COVID-19 Pandemic for Children in Kenya |
| title_full_unstemmed |
The Consequences of the COVID-19 Pandemic for Children in Kenya |
| title_sort |
consequences of the covid-19 pandemic for children in kenya |
| publisher |
World Bank, Washington, DC |
| publishDate |
2022 |
| url |
http://documents.worldbank.org/curated/en/099240204122222369/IDU06eab884804e7b04faa0810e098eeb883672b http://hdl.handle.net/10986/37307 |
| _version_ |
1764486915395944448 |