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 studen...

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Bibliographic Details
Published in:Policy File 2022
Main Authors: Cameron, Emma Ward Richardson, Delius, Antonia Johanna Sophie, Devercelli, Amanda Epstein, Pape, Utz Johann, Siewers, Samuel
Format: Report
Language:English
Subjects:
COVID-19
Education
The World Bank
Online Access:Request full text
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Summary: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.