1

July 2020 Digest

2

Australian Children’s Knowledge Acceleration Hub Sector adaptation and innovation shaped by COVID-19 and the latest evidence on COVID-19 and its impacts on children and young people

A collaboration between ARACY and UNICEF Australia

Introduction The Australian Children’s Knowledge Acceleration Hub is a new initiative created by ARACY and UNICEF Australia to ensure that the impacts of COVID-19 on children in Australia are fully understood and communicated to decision makers at all levels.

To do this, we will draw upon data from Australia and international comparators, the latest research and analysis of COVID-19 and its impacts on children and families, and related research with applicable lessons for the known and anticipated impacts of COVID-19 and their potential mitigation.

Our Approach to Child Wellbeing The Australian Children’s Knowledge Acceleration Hub uses both ARACY’s The Nest child wellbeing framework and UNICEF’s Children’s Goals.

The Nest looks at wellbeing as a series of six connected and interdependent domains. A child needs to be doing well in all six domains to thrive. Deprivation in one domain is likely to affect wellbeing in other domains.

UNICEF’s Children’s Goals are derived from the United Nations’ Convention on the Rights of the Child and align with the domains of The Nest.

Please visit the ARACY website for more information on The Nest and its uses in conceptualising child wellbeing, and the Australian Children’s Knowledge Acceleration Hub online library for summary content and future digests.

Find out more about the UN Convention on the Rights of the Child here: https://www.unicef.org/child-rights-convention

3

Issue 2: July 2020 This second release covers information and analysis released through June 2020. We will release new digests regularly, bringing together the latest research and information to inform policy, practice, and decision-making. We will highlight the data sources available that assess the impact of COVID-19 on the wellbeing of children and young people in Australia, and report on headline indicators. Each digest will take a more in-depth focus on particular issues.

Key takeaways from the July issue include:

• Young people are especially vulnerable to housing stress related to COVID-19 and the emerging recession, with 44% of renters aged 18-24 unable to pay their rent on time (p.7).

• The Mitchell Institute for Education and Health Policy, using ABS data and modelling by the Grattan Institute, estimates that the number of children experiencing employment stress within their family has doubled to reach 1.4 million (p.7). ARACY research shows that children living in a jobless family are more than 4 times more likely to be homeless than kids in families where an adult works, nearly twice as likely to be bullied or face social exclusion, and almost two and a half times more likely to be missing out on learning at home1.

• Family relationships are under strain, with some states and services reporting an increase in family violence. However, some families report that lockdown has brought them closer (p.10).

• Youth mental health (18-24 years) improved between April and May, but remains significantly worse than pre-COVID-19 levels. 40% of young people (aged 15-24) feel that the pandemic has impacted their confidence to achieve future goals (p.12).

With parts of the country returning to strict lockdown measures following outbreaks within Victoria, it is vital to continue to monitor the available evidence on how COVID-19 is affecting children and young people. This will help to support government and community efforts to minimise the negative impact this pandemic is having on children and young people.

If you would like to jump to information on a specific wellbeing domain, click one of the squares.

This report was prepared by Kate Sollis for the Australian Research Alliance for Children and Youth

4

Looking Ahead

What does the future hold for Australia’s children and young people? This month we asked Associate Professor Naomi Priest from the ANU Centre for Social Research and Methods and the Murdoch Children’s Research Institute to discuss what she thinks the future holds for children and young people in Australia.

What will life after COVID-19 look like for children and young people? What is needed to reimagine, recover and adapt to this current crisis for a better future for all? We already know that the footprint of the pandemic is having far reaching impacts on children and young people, exacerbating many threats to their health and wellbeing and reinforcing the urgent need for evidence-based responses to address them. Despite the ‘we are all in this together’ calls, we know this not the full picture. It is clearly apparent that the pandemic is not impacting all children and young people equally. Children and young people already facing structural disadvantage and marginalisation including those living in poverty, in rural and regional areas, and those from Aboriginal and Torres Strait Islander backgrounds and from minoritised ethnic backgrounds are bearing an unequal burden of the pandemic impacts. It is therefore essential that COVID-19 responses for children and young people centre equity. Without an equity-centred response children and young people already at risk - because of the social conditions around them, not because of any inherent, biological ‘vulnerability’ - will experience multiple negative outcomes and fare much worse than their peers.

A core part of an equity centred COVID-19 response must be understanding and addressing what many throughout the world are calling the ‘second pandemic’ of racism. Aboriginal and Torres Strait Islander leaders and peak bodies have recently highlighted that racism is also a public health emergency that needs urgent attention, including for children and young people. The early days of the pandemic was marked by high levels of racism towards Chinese and Asian Australians. And the recent lockdown of the Melbourne housing commission flats has further illuminated the ways in which resources and opportunities for health and wellbeing, and the negative effects of pandemic responses, are not equally distributed nor do they have equal impact. We must ensure that addressing the impacts of racism, across systemic and interpersonal levels, on children and young people, is core to our COVID-19 responses. We must make sure that we prioritise hearing from Aboriginal and Torres Strait Islander children and young people, and children and young people from minoritized ethnic backgrounds, their families and communities about their experiences of the pandemic and its impacts on them. We must work with them to ensure key data gaps are addressed, including collecting and reporting on Indigeneity, ethnicity and racism in child and youth data sets. And we must pay attention to their solutions for shaping a hopeful future and advocate for community initiatives and collaborations to realise them.

5

Knowledge Acceleration Roundtable

ARACY/UNICEF Australia Policy Roundtable: Child Safety As part of the Knowledge Acceleration Hub, ARACY and UNICEF Australia are hosting a number of Policy Roundtables to consider the key issues emerging from COVID-19 for children and young people.

The first of these was held on 24 June 2020 and featured Dr Brian Babington of Families Australia, Natalie Lewis, Commissioner for the Queensland Family and Child Commission, Professor Daryl Higgins of the Institute for Child Protection Studies, Australian Catholic University, and Professor Donna Cross of Telethon Kids Institute.

Panel members were joined by representatives from State and Territory government, the Office of the e-Safety Commissioner, the National Office for Child Safety, Department of Prime Minister & Cabinet, and Commonwealth Department of Social Services.

Key messages from the Roundtable included:

Understanding and scoping the issues

• The likelihood of increased disadvantage, both wider and deeper. We heard from Cathy Taylor, Chief Executive Department for Child Protection SA, in her role as Chair of the Children and Family Secretaries group, discussing the importance of accurate and timely data and the work of that group in commissioning additional reporting from the Australian Institute of Health and Welfare.

• Recognising the disproportionate impact of COVID-19 and restrictions on communities, families and children already experiencing disadvantage.

• The importance of amplifying the voices and experiences of children and young people throughout the pandemic, and acknowledging the anxiety and hopelessness some of our young people are feeling.

Working with organisations and communities

• Recognising the good practice shown by organisations in rapidly responding and changing practice, for example moving to telepractice, and the importance of allowing funding flexibility.

• Recognising the impact of Australia’s digital divide and supporting organisations to remove barriers to engaging with telepractice, eg affordability of data.

• Recognising Aboriginal Controlled Community Organisations working with children and families as essential services during the pandemic and restrictions.

• Providing accurate and targeted information to support organisations in their response.

• Changing practice for young people in Out of Home Care (OOHC), as for example in Western Australia, by extending the age of leaving care and improving throughcare and aftercare.

6

Knowledge Acceleration Roundtable

• Developing creative responses for families living with multiple and complex needs, working in partnership with universal services and in local ways.

• The importance of teaching children to be critical consumers of online and other information, both for key health messages and myth-busting, but also to support their mental health by developing media literacy and managing their perceptions of media reporting of crises.

7

Material Basics Every child thrives

and survives

This wellbeing domain represents children having their basic needs met. This includes a roof over their heads, sufficient family access to income and access to basic goods such as food, clothes, toys and technology. Given the economic crisis that is following the COVID-19 pandemic, it is important to assess how these multiple crises have impacted children and young people. In this report, we focus on the impact of COVID-19 on financial stress, poverty, and housing.

Australian data sources While few available data sources examine the availability of material basics to children specifically, there are a number of available data sources which present information on the material wellbeing of the Australian population at large. These results can be extrapolated to also reflect the situation of children and young people. They include:

• ABS Household Impacts of COVID-19 survey series2 • ANUPoll COVID-19 series3 4 (includes information specific to young people aged 18-24) • Melbourne Institute’s Taking the Pulse of the Nation survey5 (includes information specific to

young people aged 15-24) • YouthInsight survey series6 • The first release of results from the Life during COVID-19 Survey, administered by the

Australian Institute of Family Studies (AIFS)7 • ABS Weekly payroll data8

Headline indicators • 23% of young people (aged 12-29) reported an increase in work hours throughout May (in

contrast to June), but 77% have had either no change, or reduced work hours9 • 40% of young people (aged 15-24) in June reported living in financial stress10 • Young people (aged 18-24) have been four times more likely to ask for financial help from

government or NGOs, and three times more likely to ask for financial help from friends or family during the pandemic11

• 44% of renters aged 18-24 could not pay their rent on time in May. This is the highest of any age group12

• 36.9% of young people (aged 18-24) in May reported that their financial status has worsened throughout the COVID-19 pandemic. Only 8.6% reported an improvement13

• From May to June, payroll jobs for those under 20 decreased by 15.2%14 • The Mitchell Institute for Education and Health Policy, using ABS data and modelling by the

Grattan Institute, estimates that COVID-19 has caused the number of children affected by employment stress in the family to double to 1.4 million15

8

Material Basics Every child thrives

and survives

A focus on… Financial and housing stress

The latest research

Research continues to show the dramatic impact of COVID-19 on financial stress and housing for the Australian population. Previous research has illustrated the detrimental impact that parental unemployment and poverty can have for a range of child wellbeing outcomes16.

Using ABS data, the Grattan Institute has conducted modelling to better understand just how many children will be affected by job losses. They estimate that the number of children experiencing employment stress within their family has more than doubled to reach 1.4 million17. They highlight that while children living in families of all socio-economic statuses will be affected, those living in more disadvantaged householders will be impacted more severely. Financial stress is also having a large impact on young adults, with 36.9% of those aged 18-24 reporting a worsening in financial status in the three months prior to May 2020, and only 8.6% reporting an improvement. Young people are the hardest hit of any age group, followed by 35.7% of 55-64 year old’s, and 34.2% of 35-44 year old’s, reporting a worsening18.

Housing stress is also a significant concern for the population at large, and young people in particular. Research from the ANU shows that 21.7% of the total population who are renters or mortgage holders could not make their housing payments on time. This figure sat at 45% for young people aged 18-24, substantially higher than any other age group, with those aged 45-54 years being the second-most affected group at 20.6%19. The research also highlights that young renters had a low success rate in reducing or deferring their rent, with only 53.3% of those who attempted to do so being successful. The success rate for the overall population sat at 72.7%.

What can we do to help?

The Grattan Institute have put forward a number of policy recommendations to address the concerning increase of children living in financially insecure households. These include providing access to early learning at low or no cost for those experiencing hardship, and allocating resources to schools based on need, determined by the level of child vulnerability within schools20. Further to this, safeguards need to be implemented to ensure that all those experiencing housing stress, especially young people who appear to be particularly impacted, are provided additional supports when needed. Given that lack of access to material basics can lead to negative impacts on a number of other wellbeing areas, greater financial support for families during this time will have significant impacts on child wellbeing.

What does the future hold?

Given the pessimistic economic outlook provided by the Reserve Bank of Australia21, there is little indication that economic conditions will improve any time soon. Furthermore, with Melbourne returning to stage 3 lockdowns, it is anticipated that families and young people will be hit with a further wave of economic hardship due to the reclosure of businesses and livelihoods across the city. Thus, the outlook for the future is heavily reliant on governmental policies going forward, which have the power to help protect those already struggling financially from slipping into further vulnerability.

9

Material Basics Every child thrives

and survives

Other risks and areas of expected impact

Links and resources

• COVID-19, employment stress and student vulnerability in Australia – Kate Noble, Peter Hurley & Sergio Macklin

• YouthInsight Survey series • ABS Household Impacts of COVID-19 survey series • COVID-19 and mortgage and rental payments: May 2020 – Nicholas Biddle, Ben Edwards,

Matthew Gray & Kate Sollis • Families in Australia Survey: Life during COVID-19 – Kelly Hand, Jennifer Baxter, Megan

Carroll & Mikayla Budinski

Return to the Introduction

10

Loved and Safe Every child is protected from

violence and exploitation

A child needs to be loved and safe to grow, be free from violence and have social supports. The COVID-19 pandemic may have impacted the ability of children to be adequately protected through reduced contact with friends and family, family conflict and violence, the reduced capacity of the child protection system, and increases in bullying and social exclusion. This month’s issue will focus on the impacts of COVID-19 on family relationships.

Australian data sources Recent data sources within Australia, released throughout June, have provided deeper insights into family violence, family relationships, and the changes in patterns of caring for children. These include:

• The first release of results from the Life during COVID-19 Survey, administered by the Australian Institute of Family Studies (AIFS)22

• The May ANUPoll, providing insights into relationship quality and family functioning23 • The ABS Household Impacts of COVID-19 Survey (26-29 May 2020)24 • Relationships Australia COVID-19 and its effects on relationships survey25 • Responding to the ‘Shadow Pandemic’ survey with Victorian practitioners responding to

women experiencing violence during the COVID-19 shutdown26

While these additional data sources help to present a clearer picture on how the COVID-19 pandemic is impacting children’s ability to be loved and safe, there is a distinct lack of data from the perspectives of children themselves.

Headline indicators • Almost one-third (28.1%) of young people aged 18-24 in May felt that the relationships with

their family/household members had improved, while 24.1% say they have worsened27 • Parents with children were significantly more likely to say they had ever been afraid of their

partner in May. This represents 13.4% of female parents, and 10.6% of male parents. There is some evidence to suggest that these reports are sensitive to the COVID-19 period28

• 34% of parents caring for children reported an increase in time spent caring during May, while also completing other tasks29

• 64% of parents transitioned to parent-only care throughout May and early June, compared to 30% pre-pandemic30

• 21% of young people aged under 30 in May-June reported asking for help from friends or family during the pandemic, compared to 7% of the overall Australian population31

• 59% of Victorian practitioners in April-May reported that COVID-19 has increased frequency of violence against women32

• 60% of young people aged 18-24 in May reported feeling lonely at least some of the time33

11

Loved and Safe Every child is protected from

violence and exploitation

A focus on… Family relationships

The latest research

Recent research within Australia suggests that the COVID-19 pandemic, and the resultant measures to control it, have had a substantial impact on relationships within the family. Data from the May ANUPoll highlights that for those who feel their relationship quality has changed since the COVID-19 pandemic, there has actually been a net improvement in relationship quality 34. This suggests that while the lockdown period caused some individuals’ relationship quality to worsen, on average, this period resulted in an overall improvement in relationship quality. For young people, 28.1% of those aged 18-24 felt that their relationship had improved.

A survey by Relationships Australia, targeting those who visit their website, has shown that this group is experiencing more challenging living arrangements, with 42% of respondents experiencing a negative change in the relationship with their partner35. This emphasises that while the overall population may have fared reasonably well in terms of maintaining the quality of their relationships, the pandemic has put additional strain on some relationships, which may have resultant impacts for children. International research from Singapore suggests that parents with poorer work-life balance are more likely to experience higher levels of stress and greater marital conflicts36, and that parenting stress helps to mediate the relationship between the perceived impact of COVID-19 and parent-child relationship, as well as harsh parenting37.

Increased relationship strain has the potential to lead to greater incidences of family violence. Data from Victorian practitioners responding to women experiencing violence during the COVID-19 shutdown, as well as data from calls to the national MensLine suggests that the lockdown period may have led to an increase in the incidence of family violence38 39. The May ANUPoll asked respondents whether they had ever been afraid of their partner or spouse. The results illustrate that 12.9% of young people aged 18-24 have ever been afraid of their partner or spouse, and that parents with children are significantly more likely to report being afraid of their partner, sitting at 13.4% of female parents, and 10.6% for male parents40.

What can we do to help?

While the majority of the country is starting to return to a new kind of normal, policy should ensure that families are adequately supported through any current and future lockdowns. This may come in the form of greater availability to counselling, and greater assistance to families who are juggling work, caring and teaching responsibilities41. A breakdown in family relationships can result in greater incidences of harsh parenting, an indicator for potential child abuse. Given that the COVID-19 pandemic may reduce the ability of child protection services to identify children whose circumstances have declined42, this emphasise the importance of developing preventative approaches to ensure the safety and wellbeing of children43. Furthermore, a wider evidence base on best practice will help enable adults to better identify and monitor instances of child abuse and neglect.

12

Loved and Safe Every child is protected from

violence and exploitation

What does the future hold?

The trajectory of relationship quality into the future will be dependent on both the implementation of lockdown measures, as well as the economic wellbeing of families. While the loosening of lockdown measures throughout most of Australia may result in the stabilisation of relationship quality, the association between financial stress and relationship worsening observed during the COVID-19 period44 suggests that expected future economic downturn may result in continued impacts on relationship quality. This will be further exacerbated if current supports, such as JobKeeper, are discontinued.

Other risks and areas of expected impact

Links and resources

• Responding to the ‘shadow pandemic’: Practitioner views on the nature of and responses to violence against women in Victoria, Australia during the COVID-19 Restrictions – Naomi Pfitzner, Kate Fitz-Gibbon & Jacqui True

• Families in Australia Survey: Life during COVID-19 – Kelly Hand, Jennifer Baxter, Megan Carroll & Mikayla Budinski

• Mental health and relationships during the COVID-19 pandemic - Nicholas Biddle, Ben Edwards, Matthew Gray & Kate Sollis

Return to the Introduction

13

Healthy Every child survives

and thrives

This wellbeing domain represents children being healthy, both physically and mentally. COVID-19 has had a substantial impact on the health of all individuals affected, both directly and indirectly, by the pandemic. This is no less true for children and young people in Australia. While children may have a lower incidence of COVID-19 compared to adults45 46 with less severe reported symptoms47 48, it is vital that children showing symptoms continue to get tested for COVID-19, especially those living in or near hotspots49. Furthermore, there are indirect health impacts from COVID-19 that can be felt across a number of health domains. This is of particular concern given the return of many Victorians to a state of lockdown.

Australian data sources While there are a number of Australian study protocols being developed to assess the impact of COVID-19 on children’s health50 51, there is little data currently available examining the impact of the pandemic on children’s health. The limited data released over the June period includes:

• headspace survey on mental health impacts of COVID=19 for young people52 • YouthInsight survey series53 • The May ANUPoll, providing longitudinal insights into the mental health of young people54

Headline indicators • 40% of young people (aged 15-24) feel that the pandemic has impacted their confidence to

achieve future goals55

• There has been a significant improvement in youth mental health (18-24 years) from April to May 2020, however it is still significantly worse than pre-COVID-19 levels56

• 51% of young people (aged 15-24) feel that their health has worsened throughout the COVID-19 period57

• 70% of young people (aged 12-29) reported feeling concerned about COVID-19 in May, a significant decrease from previous months58

• 53.9% of young people (aged 18-24) in May reported worsened stress throughout COVID-19 period, with 16% reporting an improvement59

14

Healthy Every child survives

and thrives

A focus on… Mental health: leaving and returning to lockdown situations

The latest research

With research just starting to be released on improvements to mental health following the relaxing of physical distancing measures, Melbourne has seen a return to stage 3 lockdown measures. Other parts of the world, such as regions within Spain, have also recently returned to a state of lockdown, and it is too soon to report on research highlighting the psychological impacts of a return to lockdown. The coping mechanisms that children have relied on to get through the first round of lockdown measures may start to deplete, with research by UNICEF Australia conducted earlier in the pandemic suggesting that only 31% of young people thought they would be able to cope well if the COVID-19 response continued on the same trajectory.60 Furthermore, Aboriginal and Torres Strait Islander children, and migrant and refugee children may be particularly impacted due to the strict lockdown of the Melbourne public housing blocks61, exacerbating the structural disadvantage experienced by these groups. It is hoped that future research can shed light on this, to allow us to better support children, young people, and their families throughout this period.

Research on life in Australia since the relaxation of physical distance measures had indicated positive trends in mental health. For example, the YouthInsight study in May suggested that there had been an increase in positive feelings, and a decrease in negative ones compared to earlier surveys62. This is also supported by longitudinal research by ANU which highlighted that there had been improvements to youth mental health between April and May63. However, despite recent improvements, rates of distress are still substantially higher than pre-COVID-19 levels64 and there is a concern amongst practitioners that the COVID-19 isolation period will have long-term impacts on the mental health on children. This is of particular concern for children living in more at-risk households with domestic violence, alcohol and other drug use, or increased parental stress65. These findings highlight the importance of closely monitoring the mental health of children and young people throughout this period, and into the future, and providing adequate resources to ensure their health needs are met.

What can we do to help?

Additional funding and resources for mental health services will go a long way to ensure that the mental health of children and young people is well supported. Furthermore, research should be readily assessing the risks and benefits of COVID-19-containment measures to ensure that such measures are doing more good than harm66. More effective communication towards children would also help to keep children and young people well-informed, with one in three children reporting that they did not have a good understanding of what is happening through news and other sources67.

Resources are available for parents to help look after the mental health of children and young people within their families. For example, providing clear and age-appropriate information on COVID-19 and reminding children they are at low risk can help to reduce anxieties. Limiting exposure to news and social media, and maintaining routines and social contact with friends can also be beneficial68. It is vital that such resources continue to be developed, and are tailored and appropriate to the needs of priority groups, such as Aboriginal and Torres Strait Islander children, and children from migrant and refugee backgrounds.

15

Healthy Every child survives

and thrives

What does the future hold?

Within the current context in Australia, it is very difficult to speculate on what the future holds. We may continue to see some small improvements in mental health for children and young people in areas that are unaffected by returns to lockdowns, but at the same time, these lockdowns may increase anxieties elsewhere in the country. Furthermore, any relaxation of social distancing restrictions may result in greater financial security and associated stresses for families. Based on research published earlier in the crisis, we can be reasonably certain that mental health will worsen in areas affected by lockdown69.

Even if we do continue to observe some small improvements in mental health at a national level, the research suggests that these improvements will not bring us back to pre-COVID-19 levels, and that the isolation that children and young people have already experienced may have long-term effects70.

Other risks and areas of expected impact

Links and resources

• Emerging Minds COVID-19 mental health resources • Be You COVID-19 pandemic educator resources • COVID-19, children and anxiety in 2020 – Jenni Parsons • The long-term effects of the Coronavirus (COVID-19) pandemic and what they mean for

practitioners – Emerging Minds • Helping children cope with the COVID-19 pandemic – Jason V Lambrese

Return to the Introduction

16

Learning Every child learns

This wellbeing domain represents children having the opportunity learn at home, at school, and in the community. COVID-19 has affected children’s opportunities to learn in a number of ways, such as through school closures and physical distancing measures. Australian data sources

Australian data sources While a number of reports have been produced examining the potential impact of COVID-19 on education from a systems-level perspective, there is very little evidence on the impacts from the voices of children. A key data source released in the past month that examines the impact of the pandemic on student’s learning is a report on the socioeconomic disparities in Australian schooling during the COVID-19 pandemic, which comprises of a survey with over 3000 teachers71. The May YouthInsight survey also contains some information on how the pandemic has affected young people’s ability to learn72.

There is no recent data available on how opportunities to learn outside of the school environment, and in early learning and care, have been affected by COVID-19.

Headline indicators • 56% of young people (aged 12-29) reporting finding learning from home more difficult than

from school in May, a small improvement from 59% in April73 • Teachers working with the most socio-economically disadvantaged students are almost four

times more likely to be worried about students’ access to learning technology • Over 20% of teachers in the least advantaged schools felt that their school was not well-

equipped to transition to online learning74 • 58% of young people (aged 12-29) in May reported that they found school the most

productive place to learn75

17

Learning Every child learns

A focus on… School closures and the transition back to school

The latest research

While schools have begun to transition back to face-to-face learning, the period of remote learning has resulted in detrimental impacts that will continue to be felt, especially for students from more disadvantaged backgrounds. At the same time, students in parts of Victoria will be returning to remote learning for at least several weeks76. This return highlights the importance of research identifying the importance of risk communication, ensuring that families and teachers are fully informed about the risks regarding the return to school-based learning77.

The impacts of school closures will be felt by all students, with the majority of young people reporting that learning from home was more difficult than at school78. However, research has highlighted that students from more disadvantaged backgrounds will be particularly affected by a period of absence from school learning79. A survey of over 3,000 teachers in Australia and New Zealand found that teachers of students from more disadvantaged backgrounds had substantially higher concerns regarding access to remote technology, lack of learning support from parents or guardian due to occupational constraints or lowered ability to work from home, and access to basic needs80. Teachers in more disadvantaged schools were also more likely to feel that they were not well-placed to transition to online instruction, not able to communicate effectively with their students online, and were less confident about using technology for instruction.

While these findings indicate that the transition back to school has been, and will be, ultimately beneficial for students, this transition may be challenging for some given the sudden change in routine81.

What can we do to help?

To help ensure that the brief period of home-learning does not have long-lasting consequences, especially for students from more disadvantaged backgrounds, the Grattan Institute has put forward a number of policy recommendations. These include investing in a $1.25b national catch-up strategy over six months, providing one-off ‘catch-up’ funding to schools, and developing a package of in-class assessment tools to help teachers identify and monitor students who are struggling82.

Resources are available to help parents better understand what to expect during the transition back to school. For example, for primary school students, the return to school can be like starting school all over again83, and for secondary students, it may feel like a lot has changed in their school and they may have missed important social milestones84. Parents can help to alleviate feelings of anxiety which may arise through the return to school using strategies such as supportive listening and counselling, as well as starting small and building courage85.

For students who are returning to remote learning, the Australian Institute for Teaching and School Leadership advises that this transition can be made easier through:

• providing guidance for teachers delivering online content • continued teacher presence in online learning • creating a supportive online community • ensuring appropriate use of screen time

18

Learning Every child learns

• supports and resources for parents • setting up a home learning environment • ensuring student wellbeing during home-based learning86.

What does the future hold?

While many students may be unaffected by the period of distance learning in the long-term, the research suggests that the period of disruption to in-school learning may have long-lasting consequences for students from more disadvantaged backgrounds. If policy interventions are not put in place, this may result in widened educational inequality and reduce the opportunity for some students to reach their personal and academic potential.

Other risks and areas of expected impact

Links and resources

• Socioeconomic disparities in Australian schooling during the COVID-19 pandemic – Clare Buckley Flack, Lyndon Walker, Amanda Bickerstaff & Cara Margetts

• What works in online/distance teaching and learning? – The Australian Institute for Teaching and School Leadership

• Transitioning back to school: A guide for parents of primary schoolers – Murdoch Children’s Research Institute

• Transitioning back to school: A guide for parents of adolescents – Murdoch Children’s Research Institute

• COVID-19: How teachers can help students transition back to school – Carl Leonard & Gail Brown

• COVID catch-up: helping disadvantaged students close the equity gap – Julie Sonnemann & Peter Goss

Early education and learning

The latest research

With many families under financial stress due to COVID-19 measures reducing their capacity to earn, access to free childcare during the height of the pandemic was a large relief to many87. Furthermore, continued access to early learning and care for children in their early years provided them with consistency in routine and an opportunity for learning and development opportunities, at a time of great upheaval. In fact, in a survey of over 1000 families, the most valued aspect of early childhood education and care was identified as the opportunities it provided their child for learning and development88. The future of financial supports for families attending early learning services is currently in doubt, with this subsidy suspended on the 12th of July89.

19

Learning Every child learns

Given the substantial benefits of access to early learning for children, this may have significant impacts on children in families living under financial distress90.

What can we do to help?

Given the positive impact of early learning for child developmental outcomes, continued assistance for families to access early learning services is vital. Without this, parents may be forced to pull their children out of childcare, which will disproportionately impact women’s workforce participation91 . Not only would an extension of free childcare be good for developmental outcomes and gender equality, it would also act as a short-term stimulus for the economy92.

What does the future hold?

At this stage, it is unclear whether parents will be able to afford a return to paid early learning, especially given the uncertainty in the continuation of other financial support packages, such as JobKeeper. This will likely mean a reduction in childcare attendance93, however the extent of that reduction is not yet clear.

Other risks and areas of expected impact

Links and resources

• How families experience ECEC – the Front Project • Australia followed the science in managing COVID-19. We must do the same with early

education – Frank Oberklaid • Participating in growth: Free childcare and increased participation – Matt Grudnoff & Richard

Denniss

Return to the Introduction

20

Participating Every child survives

and thrives

This wellbeing domain represents the opportunity children and young people have to participate in their society and have a say on issues that affect them. This is no less important in the COVID-19 context.

Australian data sources There is very little recent research into the impact of COVID-19 on the ability of children and young people to participate in society. While the YouthInsight study provides a deeper understanding of how young people are engaging with physical distancing and hygiene measures94, there is very little evidence on other aspects of participation. UNICEF Australia’s Living in Limbo study95, continues to be the most relevant source of information on this aspect of children’s wellbeing.

Headline indicators • 94% of young people (aged 12-29) reported in May that they understand the precautions

required to prevent the spread of COVID-19. This has remained constant from April to May96 • Over 94% of all young people (aged 12-29) in May reported recognising the importance of

hygiene measures, such as maintaining social distancing, washing hands regularly, and sneezing into your elbow97

• Young people (aged 12-29) are starting to relax their own precautions, with 78% in May reporting covering mouth when coughing or sneezing (down from 85% in April), 82% washing hands regularly (down from 88% in April), and 71% avoiding touching eyes, nose and mouth (down from 79% in April)98. This may mirror changes in the general population, with significant declines in anxiety and worry due to COVID-1999

A focus on… Participation in community sport

The latest research

Community sport has only just started transition to a return following months of physical distancing measures, preventing community sport to go ahead. Given the recent spike in COVID-19 cases within Victoria, it may be longer yet until sport for children and young people can continue. A study protocol for research with young people in South Australia highlights the importance of sport in Australia to contribute to community agency through participation, organisation and volunteerism100. The pause in community sport instigated by the pandemic may result in some young people never returning the community sport, which could have implications for the individual and the community. The proposed study seeks to survey and interview parents, young people, as well as CEOs and presidents of sporting organisations to better understand how the suspension of community sport has impacted the participants, and the sector as a whole.

21

Participating Every child survives

and thrives

What can we do to help?

Ensuring continued connections between community sporting organisations and its members, despite restrictions in sporting participation, will help to ensure a continued sense of belonging for children and young people. Furthermore, encouragement by families, schools, and the community for children and young people to transition back into community sport, when it is safe to do so, will help to ensure that children continue to engage in sporting activities post-pandemic101.

What does the future hold?

The transition back to community sport is wholly dependent on Australia’s ability to keep COVID-19 caseloads down. At this stage there is little evidence to support the extent to which children and young people will continue their participation in community sport once COVID-19 restrictions ease.

Other risks and areas of expected impact

Links and resources

• Youth sport and COVID-19: A potential generation lost – Murray Drummond, Sam Elliott, Claire Drummond & Ivanka Prichard

• Living in Limbo – UNICEF Australia

Return to the Introduction

22

Positive Sense of Identity and Culture

Every child has a fair chance in life

This wellbeing domain represents children having a positive sense of identity and culture. This can occur in a number of ways, such as a sense of belonging with friends and family, feeling included in the community and society, and having a connection to your cultural group.

Australian data sources There is no Australian data available on the impact of COVID-19 on having a positive sense of identity and culture. In particular, the Australian Human Rights Commission has noted a lack of data on COVID-19 racism102. As well as this, data examining how COVID-19 has impacted children and young people from Aboriginal and Torres Strait Islander backgrounds, and from ethnic minority, migrant and refugee backgrounds is a key gap103. More in-depth information on this, and how the pandemic has impacted children’s sense of self-concept more generally would help to better understand its varied impacts.

Headline indicators None available.

A focus on… Maintaining a connection to culture

The latest research

Increased physical distancing measures have resulted in many community and cultural groups not being able to meet face-to-face. Given the importance of connecting with community to having a positive sense of identity and culture, the absence of this contact may have had substantial impacts for children and young people throughout Australia.

Fortunately, many community groups were quick to move to online platforms to ensure children and young people had a continued connection to culture. For example, Save the Children’s Play2Learn program transitioned to remote delivery in a number of locations in Northern Territory throughout the pandemic, ensuring that Aboriginal and Torres Strait Islander children had a continued connection to their culture. The platform includes activities such as going hunting, taking part in ceremonial life, talking about traditional medicines and valuing language skills104. While there may be downsides of not meeting in person, adaptable programs such as this has demonstrated the importance of maintaining connection to culture, and the adaptability of organisations to transition to online platforms.

What can we do to help?

Support for community organisations to be able to adapt their programs and services to online platforms is vital to ensure children and young people have a continued connection to culture, and a sense of belonging. While the majority of Australia is starting to transition out of strict physical distancing measures, some children and young people will be restricted in their ability to learn from and connect with their community throughout Victoria. Furthermore, we may need to move back to

23

Positive Sense of Identity and Culture

Every child has a fair chance in life

earlier COVID-19 measures in the future, highlighting the importance of organisations having the continued capacity to adapt to online platforms.

What does the future hold?

Programs such as this emphasise the adaptability of organisations to transition to online learning. This could have benefits for the future, with children from rural and remote locations having greater to access to community programs. However, given this sudden transition, organisations will need to be well-supported to ensure they have the resources and capabilities to adapt to online platforms.

Other risks and areas of expected impact

Links and resources

• Where’s all the data on COVID-19 racism? – Australian Humans Rights Commission • Connecting kids to country – Save the Children

Return to the Introduction

24

References

1 https://www.aracy.org.au/publications-resources/command/download_file/id/384/filename/ARACY_Measuring_child_deprivation_and_opportunity_in_Australia.pdf 2 https://www.abs.gov.au/ausstats/abs%40.nsf/mediareleasesbyCatalogue/8F3E1A983C0BF4C7CA25854F0083C5A9?OpenDocument 3 https://csrm.cass.anu.edu.au/research/publications/covid-19-and-mortgage-and-rental-payments-may-2020 4 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 5 https://melbourneinstitute.unimelb.edu.au/__data/assets/pdf_file/0009/3413592/Taking-the-Pulse-of-the-Nation-15-19-June.pdf 6 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 7 https://aifs.gov.au/sites/default/files/publication-documents/covid-19-survey-report_1_early_findings_0.pdf 8https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/6160.0.55.001Main%20Features4Week%20ending%2013%20June%202020?opendocument&tabname=Summary&prodno=6160.0.55.001&issue=Week%20ending%2013%20June%202020&num=&view= 9 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 10 https://melbourneinstitute.unimelb.edu.au/__data/assets/pdf_file/0009/3413592/Taking-the-Pulse-of-the-Nation-15-19-June.pdf 11 https://aifs.gov.au/sites/default/files/publication-documents/covid-19-survey-report_1_early_findings_0.pdf 12 https://csrm.cass.anu.edu.au/research/publications/covid-19-and-mortgage-and-rental-payments-may-2020 13 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 14https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/6160.0.55.001Main%20Features4Week%20ending%2013%20June%202020?opendocument&tabname=Summary&prodno=6160.0.55.001&issue=Week%20ending%2013%20June%202020&num=&view= 15https://www.vu.edu.au/sites/default/files/COVID19%20employment%20stress%20and%20child%20vulnerability.pdf 16 https://www.aracy.org.au/publications-resources/command/download_file/id/384/filename/ARACY_Measuring_child_deprivation_and_opportunity_in_Australia.pdf 17https://www.vu.edu.au/sites/default/files/COVID19%20employment%20stress%20and%20child%20vulnerability.pdf 18 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 19 https://csrm.cass.anu.edu.au/research/publications/covid-19-and-mortgage-and-rental-payments-may-2020 20https://www.vu.edu.au/sites/default/files/COVID19%20employment%20stress%20and%20child%20vulnerability.pdf 21 https://www.rba.gov.au/media-releases/2020/mr-20-17.html 22 https://aifs.gov.au/sites/default/files/publication-documents/covid-19-survey-report_1_early_findings_0.pdf 23 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 24 https://www.abs.gov.au/AUSSTATS/abs@.nsf/allprimarymainfeatures/EDA3D95569ADFCF0CA258595007F5080?opendocument 25 https://www.relationships.org.au/what-we-do/research/online-survey/MaySurveyResults.pdf 26https://bridges.monash.edu/articles/Responding_to_the_shadow_pandemic_practitioner_views_on_the_nature_of_and_responses_to_violence_against_women_in_Victoria_Australia_during_the_COVID-19_restrictions/12433517 27 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 28 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 29https://www.abs.gov.au/AUSSTATS/abs@.nsf/allprimarymainfeatures/EDA3D95569ADFCF0CA258595007F5080?opendocument 30 https://aifs.gov.au/sites/default/files/publication-documents/covid-19-survey-report_1_early_findings_0.pdf 31 https://aifs.gov.au/sites/default/files/publication-documents/covid-19-survey-report_1_early_findings_0.pdf 32https://bridges.monash.edu/articles/Responding_to_the_shadow_pandemic_practitioner_views_on_the_nature_of_and_responses_to_violence_against_women_in_Victoria_Australia_during_the_COVID-19_restrictions/12433517 33 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 34 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 35 https://www.relationships.org.au/what-we-do/research/online-survey/MaySurveyResults.pdf 36 https://osf.io/nz9s8/ 37 https://osf.io/vnf4j/ 38https://bridges.monash.edu/articles/Responding_to_the_shadow_pandemic_practitioner_views_on_the_nature_of_and_responses_to_violence_against_women_in_Victoria_Australia_during_the_COVID-19_restrictions/12433517 39 https://www.adelaidereview.com.au/latest/2020/06/28/more-men-seeking-help-to-stop-lockdown-abuse/ 40 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 41 https://osf.io/nz9s8/ 42 https://onlinelibrary.wiley.com/doi/full/10.1111/jpc.14916 43 https://osf.io/vnf4j/ 44 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic

45 https://pubmed.ncbi.nlm.nih.gov/32310621/ 46 https://www.semanticscholar.org/paper/Novel-Coronavirus-disease-(COVID-19)-in-children.-Demirdağ-Tezer/c3ca6ae631d00252fbf318f1f416a21a877eaf0c 47 https://www.semanticscholar.org/paper/Coronavirus-Disease-2019-(COVID-19)-in-Children-We-Balasubramanian-Rao/8256b7af649a185dd4b4251caa734dbf56538c12 48 https://link.springer.com/article/10.1007/s13312-020-1819-5

49 https://theconversation.com/why-children-and-teens-with-symptoms-should-get-a-covid-19-test-even-if-you-think-its-just-a-cough-142276 50 https://pursuit.unimelb.edu.au/articles/what-s-the-impact-of-covid-19-on-pre-school-kids 51 https://disability.unimelb.edu.au/home/current/the-impact-of-covid-19-on-service-provision-for-children-and-young-people-following-major-traumatic-injury-a-longitudinal,-qualitative-study 52 https://headspace.org.au/blog/new-research-young-australians-fearful-and-uncertain-for-their-future/

25

References

53 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 54 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 55 https://headspace.org.au/blog/new-research-young-australians-fearful-and-uncertain-for-their-future/ 56 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 57 https://headspace.org.au/blog/new-research-young-australians-fearful-and-uncertain-for-their-future/ 58 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 59 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 60 https://www.unicef.org.au/our-work/unicef-in-emergencies/coronavirus-covid-19/living-in-limbo

61 https://www.theguardian.com/australia-news/2020/jul/11/it-was-paternalism-how-government-support-for-melbournes-locked-down-public-housing-blocks-fell-short 62 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 63 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 64 https://csrm.cass.anu.edu.au/research/publications/mental-health-and-relationships-during-covid-19-pandemic 65 https://emergingminds.com.au/resources/the-long-term-effects-of-the-coronavirus-covid-19-pandemic-and-what-they-mean-for-practitioners/ 66 https://www.semanticscholar.org/paper/Challenges-and-burden-of-the-Coronavirus-2019-for-a-Fegert-Vitiello/db51562632edfb8154e5281475cb8fa8b5ca2423 67 https://www.unicef.org.au/our-work/unicef-in-emergencies/coronavirus-covid-19/living-in-limbo 68 https://www1.racgp.org.au/ajgp/coronavirus/covid-19-children-and-anxiety-in-2020 69 https://www.unicef.org.au/Upload/UNICEF/Media/Documents/UNICEF-COVID-19-Living-in-Limbo-2020.pdf 70 https://emergingminds.com.au/resources/the-long-term-effects-of-the-coronavirus-covid-19-pandemic-and-what-they-mean-for-practitioners/ 71 https://www.pivotpl.com/wp-content/uploads/2020/07/Pivot_Socioeconomic-disparities-in-Australian-schooling-during-COVID-19_1July2020.pdf 72 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 73 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 74 https://www.pivotpl.com/wp-content/uploads/2020/07/Pivot_Socioeconomic-disparities-in-Australian-schooling-during-COVID-19_1July2020.pdf 75 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 76 https://www.abc.net.au/news/2020-07-12/coronavirus-victoria-lockdown-remote-learning-schools-covid-19/12433122 77 https://www.phrp.com.au/wp-content/uploads/2020/06/PHRP3022007.pdf 78 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 79 https://grattan.edu.au/wp-content/uploads/2020/06/COVID-Catch-up-Grattan-School-Education-Report.pdf 80 https://www.pivotpl.com/wp-content/uploads/2020/07/Pivot_Socioeconomic-disparities-in-Australian-schooling-during-COVID-19_1July2020.pdf 81 https://www.mcri.edu.au/users/murdoch-childrens-media/blog/transitioning-back-school-guide-parents-adolescents-0 82 https://grattan.edu.au/wp-content/uploads/2020/06/COVID-Catch-up-Grattan-School-Education-Report.pdf 83 https://www.mcri.edu.au/users/murdoch-childrens-media/blog/transitioning-back-school-guide-parents-primary-schoolers-0 84 https://www.mcri.edu.au/users/murdoch-childrens-media/blog/transitioning-back-school-guide-parents-adolescents-0 85 https://theconversation.com/7-tips-to-help-kids-feeling-anxious-about-going-back-to-school-139207 86 https://www.aitsl.edu.au/research/spotlight/what-works-in-online-distance-teaching-and-learning 87 https://9now.nine.com.au/a-current-affair/coronavirus-australian-governments-new-free-childcare-package/feb7a3eb-12c8-4fbe-abab-4db019c63744 88 https://www.thefrontproject.org.au/images/downloads/Family_experiences_fact_sheet_Final.pdf 89 https://www.theguardian.com/australia-news/2020/jun/08/australian-government-to-end-free-childcare-on-12-july-in-move-labor-says-will-snap-families 90 https://womensagenda.com.au/latest/australia-followed-the-science-in-managing-covid-19-we-must-do-the-same-with-early-education/ 91https://d3n8a8pro7vhmx.cloudfront.net/theparenthood/pages/20/attachments/original/1590987325/200601_-_Full_survey_data_case_against_snap_back_MR.pdf?1590987325 92https://www.tai.org.au/sites/default/files/Female%20participation%20with%20free%20childcare%20%5BWEB%5D.pdf 93 https://www.abc.net.au/news/2020-06-08/free-childcare-coronavirus-support-to-end-july/12332066 94 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 95 https://www.unicef.org.au/Upload/UNICEF/Media/Documents/UNICEF-COVID-19-Living-in-Limbo-2020.pdf 96 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 97 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 98 https://studentedgecontent.azureedge.net/documents/youth-insight/coronavirus_youth-understanding-and-sentiment-may.pdf 99https://csrm.cass.anu.edu.au/sites/default/files/docs/2020/6/Tracking_wellbeing_outcomes_during_the_COVID-19_pandemic_February_to_May_2020_0.pdf 100 https://emeraldopenresearch.com/articles/2-27 101 https://emeraldopenresearch.com/articles/2-27 102 https://humanrights.gov.au/about/news/opinions/wheres-all-data-covid-19-racism

103 https://insightplus.mja.com.au/2020/18/covid-19-racism-is-making-kids-sick/ 104 https://www.savethechildren.org.au/our-stories/connecting-kids-to-country