Unicef recently published a report with the title “The State of the World’s Children 2021”

“The COVID-19 pandemic has raised concerns about the mental health of a generation of children. But the pandemic may represent the tip of a mental health iceberg we’ve long overlooked. State of the World’s Children 2021 examines child, adolescent, and caregiver mental health. It focuses on risks and protective factors at critical moments in the life course and explores the social determinants that shape mental health and well-being.

It calls for commitment, communication, and action as part of a comprehensive approach to promoting good mental health for every child, protecting vulnerable children, and caring for the children facing their greatest challenges.” 1

 

Here you will get the summary of Chapter 4, “The Worl at Large” Section

Part 1: POVERTY

Poverty is not just about a lack of money – it is multidimensional, involving deprivations in education, health, food, water, and sanitation. The relationship between poverty and mental health can be a two-way street: Poverty can lead to mental health conditions, and mental health conditions can lead to poverty.

The stress of poverty can interfere with caregivers’ capacity to consistently provide positive parenting, as one of the primary effects. Time also matters. The longer a child lives in poverty, the greater the risks to mental health. Poverty can also have a profound psychological impact on children’s and adolescents’ capacity to seek opportunities and realize their dreams. It also affects long-term decision-making, depriving young people’s attention to their immediate needs.

The main elements of poverty, access to opportunity, and income inequality can also impact mental health and behavior. The most common association is between income inequality and depression, as income inequality erodes social trust and social interactions.

Poverty and mental health demand complex and multisectoral responses that protect and promote good mental health. Cash transfer programmers, for example, have shown promising results for educational attainment, use of health-care services, food security, and child labor.

Part 2: DISCRIMINATION

Recognizing the intersectionality of different kinds of discrimination can help highlight interlocking disadvantages that affect the experience of discrimination and mental health.

Gender – Discrimination based on gender can define roles and responsibilities that limit opportunity, restrict behavior, and constrain expectations and self-expression – all of which can affect mental health and, in most societies, puts girls at a disadvantage. Boys also face restrictive gender roles. Harmful concepts of masculinity can hamper boys’ ability to express emotions or seek support.

Race – In general, racism exposes children and young people to discrimination, disadvantage, prejudice, stereotyping, microaggressions, and social exclusion based on race or ethnicity. Experiences of racism can cause a ripple effect through families and communities, transmitting trauma from caregiver to child. The bottom line is this: Tackling racism and the roots of discrimination is essential to safeguarding mental health for many children and young people.

Disability – Far too often, children and young people with disabilities face discrimination based on multiple and intersecting identities. They are often victims of pervasive practices such as segregation from other children and young people, over-medicalization, and institutionalization. Addressing these forms of discrimination demands a human rights model that recognizes the complexity of intersecting forms of discrimination and considers the child’s best interest.

LGBTQ+ – A meta-analysis of mental health for LGBTQ+ young people showed elevated suicide attempts, anxiety, and depression rates. Young people who identify as non-binary can experience worse mental health outcomes, less social support, and a greater risk of abuse and victimization. Especially males are at greater risk of school-based victimization, which affects development.

Indigenous groups– Indigenous groups worldwide also face discrimination-based risks to mental health, facing racism, disparities, etc. A 2018 systematic review of studies from 30 countries and territories found that many indigenous adult populations have elevated rates of suicide compared to non-indigenous people.

Part 3: HUMANITARIAN CRISIS The impact of the humanitarian crisis on children’s and young people’s mental health involves a complex mix of risks. Crisis can mean that school is disrupted, poverty, others move in, and children are orphaned or separated from primary caregivers. The specific characteristics of experiences with a crisis can have different consequences, as incidents can accumulate. The result is a dose-effect: the greater the exposure, the greater the risk to mental health.     MENTAL HEALTH AND MIGRANT CHILDREN Surveyed migrants described the dissolution of community and family support networks during transit, disruptions to their education, persistent feelings of limited autonomy, and a lack of viable future career options. The migration experience can cause severe stress, anxiety, and trauma at critical moments of child development. However, children’s and young people’s narratives also show their resilience and a sense of purpose as they pursue aspirations for a better future through migration.

 

 

Part 4: THE COVID-19 PANDEMIC AND MENTAL HEALTH

Globally, at least one in seven children has been directly affected by lockdowns. Children and adolescents who faced the most significant mental health risks came from disadvantaged families, had pre-existing mental health conditions, or had a history of adverse childhood experiences. There was a difference in response: girls were at greater risk of depressive symptoms, anxiety, and behavior issues, and boys were at greater risk of substance abuse. Overall, the review indicates that the pandemic did fuel some increases in depression, although, in most studies, these symptoms were only mild to moderate.

Less noticed is that the pandemic may have improved life satisfaction for some children and families by relieving them of school pressure or allowing them to spend more time together.

To conclude, the COVID effects include:

• Stress and anxiety;
• Depression and suicidal behavior
• Behavior problems
• Alcohol and substance use
• Lifestyle changes
• Positive mental health

Part 5: DIGITAL TECHNOLOGIES
Digital technologies and mental health

The COVID-19 pandemic brought home, as never before, the digital technologies for a vivid connection with school or entertainment purposes. For many other families, the absence of digital access was never more acutely felt. However, there is a concern about digital technologies among parents and young people. How justified are these concerns? Two key issues, social media and screen time, can help illustrate some of the broader themes in this research.

Overall, there is now a substantial body of research indicating only a minimal association between social media use and mental health, including depression, anxiety, and well-being. There is only limited evidence of a strong association between poor mental health outcomes with screen time. As more of the world becomes digitally connected in the years to come, it’s hard to disentangle offline experiences from those online.

In the focus group discussions directed by JHU, participants described how digital technology was both helpful and harmful to well-being. The main arguments include the impact of social media on self-esteem, cyber-violence, the damaging effect of receiving hurtful comments, and how digital technology helped their mental health.

Digital technology for mental health

Digital technology can be used in capacity-building. Among the promising digital interventions in use is EMPOWER, a digital training platform that uses digital technology to train and provide real-time guidance for community health workers, including nurses, social workers, and midwives.

In addition, digital technology is also being used to provide treatment. For example, computerized cognitive behavioral therapy (c-CBT) can moderately effectively treat depression and anxiety in young people aged 10–24, particularly when coupled with in-person components to encourage adherence.

CLIMATE CHANGE AND MENTAL HEALTH

Climate change will profoundly impact young people’s futures. Extreme weather events such as floods and heatwaves raise food insecurity, water insecurity, and conflicts. In essence, these dangers expose young people to significantly stressful experiences. But will their mental health be affected?

Part 6: RESILIENCE

What makes a child or young person resilient in the face of adversity? Evidence shows that resilience is fundamental to mental health. In a cross-cultural study of strength published in 2007, Michael Ungar and colleagues interviewed 89 young people at 14 sites in 11 countries. They concluded that stability requires the ability to navigate seven tensions:

1. Access to material resources
2. Healthy relationships
3. Identity
4. Power and control
5. Cultural adherence
6. Social justice
7. Cohesion

Evidence has shown that multiple factors combine to bolster resilience and mental health:

• On cultivating resilience, some themes point to critical elements for action include:
• The importance of supporting the needs and well-being of parents and caregivers
• Adopt a multisystem, multidisciplinary approach to equitably providing services that bolster resilience
• Understand and tailor interventions to multiple diverse contexts
• Support schools as protective, inclusive environments for child learning and development

Part 7: THE FACE OF ILL-TREATMENT

Children and young people are deprived of their human rights and subjected to detention and treatment that, in many cases, can undermine their mental health or aggravate an existing condition. Mental distress in such settings may be interpreted as a reflection of underlying mental health issues, although it can often respond to ill-treatment itself. Of particular concern for mental health are the care institutions. There are multiple reports of abuse of children in institutions. There is also extensive evidence of ill-treatment in homes, prayer camps, and religious institutions.

Furthermore, far too often, mental health services perpetuate stereotypes of people with mental ill-health as dangerous. But, people with psychosocial disabilities are much more likely to be victims of violence than perpetrators.

WHAT CAN BE DONE?

Mental health legislation based on the rights of individuals with mental health conditions is essential. Children and young people with mental health conditions must not only be treated as patients but as individuals with rights, individuals who, under their evolving capacities, can play an active role in their care through direct or supported decision-making. In addition, communication, advocacy, and collaboration are required with community leaders, including faith healers.

 

By Xhina Çekani

 

 

Main components and highlights

The application form is composed of Part A, and Part B. Part A provides the general information on the project and its partners, and Part B is the narrative of the complete project proposal. Part A and Part B of the Application form are also divided into sections, one of them providing information on a different aspect of the project. Below are listed all the project proposal requirements, as per each part and section.

Part A:

It is based on the information entered by the participants through the submission system in the Funding & Tenders Portal.

Section 1 – General information

This section includes the general information of the project at the beginning, such as title, acronym, duration, and keywords. The abstract will be provided in this part, as well as Mandatory Declarations will be filled in this section. It can be completed only by contact with the project coordinator.

Section 2-  Participants

This section provides the list of participating organizations, as registered or validated in the central registry of organizations of the European Commission, linked to the given PIC number. In this section will be completed the information for the coordinator, including address, Departments carrying out the proposed work, Main contact person, Researchers involved in the proposal (together with their career stage, identifier, and Role), Role of the organization in the project, five publications, five previous relevant projects, Significant infrastructure and if a gender management plan will be taken into account.

Section 3 – Budget of the proposals

Section 3 indicates the project’s costs, where each participant’s estimated eligible costs are foreseen. The eligible costs for each participant can be covered by Eu contribution, income generated by the action, or other recourses that should be specified in the budget table. The estimated reasonable prices include personnel, purchases, subcontracting, and other expenses.

Section 4 – Ethics and Security

The ethics and security section includes a table of ethics issues and another table of security issues that do or do not concern our proposal. At the end of both tables, in case of any specific problems concerns our proposal, additional information should be provided in a special section.

Section 5 – Other questions

This section is designed for the 2-stage applications and should be completed in case of a substantial difference between the stage 1 and stage 2 project proposal, considering differences in budget, approach and partnership composition.

Part B

Section 1 – Excellence

In this first sub-section, the objectives and ambitions of the proposed work should be described. Objectives should be in line with the program topic, as well as measurable and verifiable.

• The 1.2 sub-section within the Excellence includes the description of the Methodology. The Methodology should include the approach, as well as the detailed tasks and work packages under ‘Implementation’. It should consider previews researches, methods of different disciplines to be in use of our approach, reusability of data, data management.

Section 2 – Impact

This section is dedicated to designing the pathways to achieve the expected outcomes and impacts specified in the work program as well as their measurement.

2.1       In the first sub-section, the outcomes should be described. At the same time, the wider impacts, in the longer term, should also be included. In this part, any potential risk should be taken into account.

2.2       Measures to maximize impact – Dissemination, exploitation, and communication –
The planned measures to maximize the impact of the project by providing a first version of the ‘plan for the dissemination and exploitation including communication activities should be described. Intellectual property rights should be considered during communication.

2.3       A summary of the section should be as well provided through the canvas, that makes a connection of the project’s needs, expected results, and measures to be taken for results achievement. In addition, there is a canvas dedicated to the logical framework that connects Target groups, outcomes, and Impact.

 

Section 3 – Quality and efficiency of the implementation

3.1  The sub-section of the third section, is dedicated to the detailed project’s activities plans. There will be provided information on the brief overall structure of the work plan; timing of the different work packages, graphical presentation of the components, a list of work packages, a description of each work package and deliverables, staff effort.

The description should be detailed, including mistletoes and risks.

This part as well should cover a justification description for the costs of the activities, that fall under “subcontracting” and “other costs” categories.

3.2  In this part, the description of the consortium should be provided. How does it match the project’s objectives, and bring together the necessary disciplinary and inter-disciplinary knowledge?

 

By Xhina Çekani

The cover photo is taken from: https://euronovia-conseil.eu/en/template-differences-h2020-horizon-europe/

It’s been a year and a half since education in schools and universities worldwide have shifted from on-site learning to distance learning due to the spread of the Covid-19 pandemic. This change in education style has created a new challenge for teachers and increased their burden with the extra workload as they have to adapt to the recent shift in education style, as well as constantly change their education mode to ensure that students get the best education quality, and keep them motivated.[1]

 

 

A new report from OECD’s Education At A Glance 2021 shows that teachers’ salaries vary hugely in different countries. Generally, teachers’ salaries increase with the level of education they teach and the years of experience. Still, the OECD report showed a shocking fact: teachers in OECD countries, on average,  earn 81-96% of the salaries of tertiary-educated workers, as the highest salary is paid in Luxemburg (around $109,000 and more) and the lowest is paid in Slovak Republic, Latvia, Hungary, Costa Rica, and Brazil (around $19,000).

 

 

Now here comes the question: Why does teachers’ pay matter? UN’s fourth Sustainable Development Goal and OECD’s Education At A Glance 2021 report shows the strong relationship between high salary and providing the best/high quality of education, as this leads to “close learning gaps and ensure every child has access to a quality education.”

 

The World Economic Forum’s Future of Jobs Report 2020 predicts that by 2025, 85 million jobs may be displaced. The new division of labour between humans, machines, and algorithms may emerge – and this is where key ‘human’ soft skills like problem-solving will be critical, as teachers will play a huge role in promoting these new skills.

 

[1] Retrieved on 27th of December 2021, from: https://www.weforum.org/agenda/2021/10/teachers-pay-countries-salaries-education/

By Zinat Asadova

According to The World Economic Forum, the Covid-19 pandemic has affected a disproportionate weight on teachers. The article sheds light on, not only the health risk that was imposed on teachers to keep teaching in the midst of the pandemic; but also on the detrimental effects of their mental health. In fact, 80% of teachers have declared to have known an impact on their mental health, due to the pandemic. Additionally, the transition to online teaching was expected to be made swiftly, without the understanding of the challenges this implied on teachers.

Certainly, this information would convert into adequate financial compensation, so as to match the personal cost as well as reflect the importance of the profession itself. Such a time has made clear our reliance, both as systems and individuals, on teachers. In addition, a higher salary and improved working conditions will likely attract higher-quality teachers, positively influencing students’ learning.

However, this article spells out the clear variation between lower secondary teachers’ starting salaries across OECD countries in 2021. Specifically, we find the most distinct gap between Luxembourg that is close to $80k, and Brazil that is around $15K per year. It is upon this understanding that UN agencies (UNESCO, UNICEF, and the International Labour Organisation) have requested increased compensation for teachers on World Teachers’ Day, 5 October 2021

 

https://www.weforum.org/agenda/2021/10/teachers-pay-countries-salaries-education/

By Maya Shaw

 

The cover photo is taken from https://www.straitstimes.com/singapore/parenting-education/more-than-80-of-teachers-say-the-pandemic-has-hurt-their-mental-health

Table is taken from: https://www.oecd-ilibrary.org/docserver/b35a14e5-en.pdf?expires=1640638137&id=id&accname=guest&checksum=95C1B13D56ADDB9B52D8C95B00B94F47

Tackling education challenges and addressing SDG 4 by ensuring quality education for every child is a multidimensional process. Ensuring fair pay for teachers is an essential part of it. “Compensation and working conditions are important for attracting, developing, and retaining skilled and high-quality teachers and school heads,” says the OECD Education At A Glance 2021 report. This need has intensified, especially during the COVID-19 pandemic: teachers are carrying a new burden of extra workload related to constantly changing teaching modes and keeping students motivated in the hard times.

 

OECD report analyses teachers’ salaries in OECD countries. The earnings variance is shocking: with the highest average salary of $109,000 (1) in Luxembourg and the lowest one with around $19,000 (1) in the Slovak Republic, Latvia, Hungary, Costa Rica, and Brazil. Even though payment increases with years of experience and school level taught, teachers in OECD countries still earn 81-96% of the salaries of tertiary-educated workers on average. Fair payment for teachers is also essential in changes in the labor market. With a displacement of workplaces, priority will continue to be given to key “human” soft skills like problem-solving, and teachers will play a key role in promoting these skills.

• The numbers provided are for lower secondary level teachers with more than 15 years of experience.

Reference: https://www.weforum.org/agenda/2021/10/teachers-pay-countries-salaries-education/

By Elizaveta Rusakova

The UNICEF released its 2020 Annual Report called “Responding to COVID-19”. As stated in the report, the COVID 19 “wiped out hard-won development gains for children and pushed more families into poverty”.

Firstly, this report points out how COVID-19 affected children in 2020. Even if children are less vulnerable to the virus than adults, school closures, increased vulnerability to abuse, the mental health strains of parents and families, distance from friends, and loss of access to vital health care and protection services have hurt children deeply. The report highlights that children were not affected equally, with children from poor countries communities and those already disadvantaged by discrimination, social exclusion, fragility and conflict more affected. The report provides some significant figures:

• 142 million additional children were estimated to fall into monetary poverty by the end of 2020 and lack access to social protection.
• At least 1 in 3 schoolchildren has been unable to access remote learning while their schools were closed, and 1.6 billion children and young people have been affected by school closures
• Approximately 80 million children under age 1 may miss out on life-saving vaccines in at least 68 countries
• Approximately 80 million children under age 1 may miss out on life-saving vaccines in at least 68 countries

To fight those figures, UNICEF established five goals areas:

• Every child survives and thrives, focusing on health and nutrition, providing antibiotics, supporting health facilities, treating malnutrition…
• Every child learns: focusing and education, supporting distance learning for migrant, displaced, refugee and returnee children, providing learning materials…
• Every child is protected from violence and exploitation, through prevention, psychological support, social services
• Every child lives in a safe and clean environment, safeguarding the rights enshrined in the Convention on the Rights of the Child by working to reduce child poverty and end discrimination.

The pandemic made UNICEF change its strategy and choose to focus on winning support for children and young people. Communication and advocacy became even more critical in the face of the global pandemic, with digital channels widely used and advocacy playing a key role in securing the rights of children in the COVID-19 environment. This new strategy included the development of partnerships as well 146 government partners along with intergovernmental organizations and inter-organizational arrangements contributed a record $5.5 billion in resources for children globally. Innovation was also part of the new strategy with the launch of UNICEF’s first Global Innovation Strategy at the beginning of 2020. The Strategy aims to position innovation as a key tool to achieve widespread and lasting change for children.

 

By Morgane Bizien

Pictures taken from the report: https://www.unicef.org/media/100946/file/UNICEF%20Annual%20Report%202020.pdf