In November 2020, the EHRC published a report stating that key concerns of the pandemic included “more children being pushed into poverty, widening educational inequalities and worsening mental health”. The socio-economic development of children has been severely put at risk in the past year, with more children living in poverty than before, along with the lasting effects upon on their right to play, right to education and right to a safe environment. It is therefore imperative that institutions address these issues sooner rather than later to curtail what could potentially be a catastrophic blow to children’s rights everywhere.
CHILDREN’S RIGHTS AT STAKE
According to UNICEF, over 1 billion children and young people are currently being impacted by school and university closures worldwide. This will inevitably result in many children falling behind educational standards, impacting not only their ability to sit exams but their learning behaviours in later life.
Only time will tell exactly how badly children have been affected by this limited access to schooling. Those who are lucky enough to have stable internet access to carry out home learning with the support of a dedicated caregiver - and without distraction - may not fall that far behind the status quo. However, it is becoming increasingly apparent that not all children have this luxury. A report from the Institute of Fiscal Studies found that children from wealthier backgrounds are spending 30% more time home-schooling than those in poorer families. With an evident economic divide between social classes in most parts of the world, children from poorer backgrounds have experienced a significant disadvantage in their education, whether it be due to lack of resources, lack of support, or an unproductive learning environment.
Even without a global pandemic, this disparity is in itself a children’s rights concern. Article 2 of the UNCRC states that children should not be disadvantaged because of their circumstance. Yet, there is significant evidence to show that not attending school is having a worse effect on children from disadvantaged or vulnerable communities. Moreover, with low-income jobs like hospitality and retail making up the highest redundancies, children already living on the breadline are being pushed further across it, causing a persistent gap in opportunities between advantaged and disadvantaged children.
In addition to educational disadvantages, the social value of schools is also being compromised. For many children, schools are a safe haven offering space away from family, opportunities for socialisation and even physical activity. With a total of 124 countries imposing nation-wide school closures, the benefits of schools are no longer being received and many children are being denied their right to play, education and safety.
INCREASED RISK
The mental health of children around the world is also cause for serious concern amongst children’s rights activists. The Equality and Human Rights Commission expressed concern over the unknown effects that lockdown restrictions are having on children in the UK. They stated that
although the effect of the pandemic on children’s mental health is not yet fully understood, we have warned that the combined impact of limited capacity within the mental health service and children being cut off from support at school, could be severe and long-lasting.
Changes in routine, social isolation, fears of getting ill and increased stress of parents and caregivers can increase anxiety and stress amongst children. The Lancet recently reported that one in ten children often or always felt lonely during lockdown, more than a quarter reported disrupted sleep, and 18% felt fearful of leaving the house because of COVID-19.
Whilst some of the impacts on mental wellbeing are more apparent during lockdown phases, it is feared that others will influence children in the long-term. For example, there is evidence to suggest that prolonged home confinement has serious effects on adolescent wellbeing, demonstrated by the fact that the risk of developing Post-Traumatic Stress Disorder (PTSD) is four-times higher for children quarantined during health pandemics.
Further, reports have shown that domestic abuse has increased during the pandemic, with domestic child abuse cases rising by 1493% compared to the same period for the last three years. Whether bearing witness or subjected to abuse, it is undeniable that many children would not have to face these additional threats during the pandemic if they had better access to schools or social care. There is also significant evidence to suggest that substance abuse has increased over the course of the pandemic and, whilst there is little to show just how many children are affected by this, we can assume that those living with adults or siblings who suffer from substance use disorder are being disproportionately affected by isolation and tougher government restrictions.
The increase in abuse has both a physical and mental effect upon minors. Research shows that children exposed to physical or emotional abuse are more likely to exhibit behavioural issues in later life, consequently threatening their right to good health. Again, the unbalanced social impact of COVID-19 is exhibited when contemplating the economic wellbeing of children, as those growing up in poorer communities experience more abuse than their wealthier peers.
GOVERNMENTS SHOULD PLAN FOR THE LONG-TERM
Recognising the impacts of increased exposure to abuse and poverty, and reduced access to education and social interaction upon children during the pandemic is critical in ensuring the long-term safeguarding of their rights.
It is clear what needs to be done in order to protect children during these difficult times. Access to education needs to be considered in order to ensure that all children have equal opportunities. The government should be focused on working alongside schools and digital companies to deliver affordable, reliable solutions for home learning during lockdown. Some businesses have started campaigns to help provide laptops and other educational resources to disadvantaged children during the pandemic, but these initiatives need to be more than just a solution to pandemic-related problems. They should be implemented regardless of the pandemic to ensure that all children can access learning materials from home, whenever they choose. Digital companies and governments have a responsibility to provide widespread availability of educational technology that ensures children’s rights to education.
Additionally, training should be provided to both children and caregivers on how to reduce stress and anxiety during pandemics. Equipping caregivers with the tools to help children understand the pandemic is critical for their rationalisation of this ‘new normal’. Norway is leading the way in this matter with its progressive approach to addressing children’s concerns. Since the start of the pandemic, Prime Minister Erna Solberg has held 3 press conferences solely for children in a bid to alleviate their fears and answer their questions. Educating and responding to their questions helps children digest what is happening around them and reduce their anxieties.
What has also become clear is the need for greater safeguarding for children from vulnerable backgrounds. When the British government voted not to continue free school meals for children living in poverty, they received widespread backlash from the public and celebrities alike. Whilst this emphasised the problems of child poverty in the UK, it also accentuated the lack of social support provided to children during times of crisis. In order to protect children’s rights, therefore, governments must ensure that their socio-economic welfare continues to be preserved both during and long after the pandemic.
Holly has a Master’s Degree in International Relations from Liverpool Hope University. She has a specific interest in gender equality and wrote her dissertation on role of the female peace movement in modern society as well as recently completing a course in Feminism and Social Justice at UCSC. Having worked for three years as a multilingual foreign news editor, she is pursuing a career in international relations and communication.