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 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.

Bibliographic Details

Main Authors:	Cameron, Emma, Delius, Antonia, Devercelli, Amanda, Pape, Utz, Siewers, Samuel
Format:	Working Paper biblioteca
Language:	English
Published:	World Bank, Washington, DC 2022-04
Subjects:	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,
Online Access:	http://documents.worldbank.org/curated/en/099240204122222369/IDU06eab884804e7b04faa0810e098eeb883672b http://hdl.handle.net/10986/37307
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