Guidance for Schools

Guidance for schools and other educational settings in providing advice about the novel coronavirus, COVID-19.

The IASC-endorsed Guidance for COVID-19 Prevention and Control in Schools is clear that the use of schools for Covid-19 related purposes should be avoided.

A framework for contingency planning, risk reduction, preparedness and response to COVID-19 in regards to education.

Educational facilities and Temporary Learning Centres should not be used as temporary health facilities, markets and shelter to avoid the risk of contamination and delayed return to school.

The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is relevant in all other contexts.

A list of the best contingency planning and emergency preparedness resources, which could be adapted by schools to prepare for COVID-19.

The most important advice is for all schools to encourage their students to maintain good hand and respiratory hygiene to remain safe. School proprietors, headmasters, and head mistresses must ensure that students have access to clean water and soap at all times while on the school premises.

This guidance note is about he admission rules for students, teachers, supervisors, and workers; special hygiene measures and rules; key equipment for the prevention of transmission of EVD in school; procedures for the referral and management of suspected case of EVD in schools; and support for children and non-discrimination.

A selection of national learning platforms from countries affected by school closures due to COVID-19

This national COVID19 emergency response plan document aims at presenting the MoE Palestine planned preparedness and response measures to ensure students safety, psychosocial wellbeing and continuity of transferring knowledge and information to all student both in Gaza and West Bank.

This Guidance Note aims to help UNICEF education staff at all levels, who are working in humanitarian, transition, and development contexts, analyze risk and adapt education policies and programs to take risk into account, so that education populations and systems are more resilient and all children and youth are in school and learning.

This document aims to guide the revision of existing Standard Operating Procedures (SOPs) for Food Distribution in the COVID-19 context at the country level to minimize the risk of exposure of personnel, partners and beneficiaries.

This guidance note is for UNICEF staff to help them in their preparedness and response to the current COVID-19 global pandemic. It provides an overview of Infection Prevention and Control and its intersection with water, sanitation and hygiene and how staff can help prevent infection and its spread in schools, through human to human and by touching surfaces contaminated with the virus.

The CSS framework is intended to advance the goals of the Worldwide Initiative for Safe Schools and the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector, and to promote school safety as a priority area of post-2015 frameworks for sustainable development, risk reduction and resilience.

The Exploratorium tools for teaching and learning go far beyond exhibits—they are designed to spark curiosity, exploration, and understanding in learners and educators of all ages, near and far, and in all kinds of settings.

This annex provides considerations for decision-makers and educators on how or when to reopen or close schools in the context of COVID-19. These decisions have important implications for children, parents or caregivers, teachers and other staff, communities, and society at large.

This document contains information and recommendations for schools regarding cleaning, disinfection, hygiene and supplies.

This document provides the necessary guidelines to develop dissemination approaches based on local capacities and the efficiency of the systems, as well as for the dissemination and implementation of the guidelines / protocols, and the effective monitoring and evaluation of efforts.

The key messages for this annex summarize key mental health and psychosocial support considerations in relation to the 2019 new coronavirus outbreak. As well as general health and child protection services, schools can also provide critical support and play a role in the care, support and promotion of mental health and psychosocial support.

The materials presented in the document cover messages, activities and stories related to COVID-19, focused on the prevention of disease transmission and the promotion of healthy behaviors. They can be used as part of distance education and be integrated into educational activities of schools when they reopen their facilities.

This document povides clear guidelines on how to protect children and adolescents in and out of school (depending on whether schools are closed or open), in the context of the COVID-19 pandemic, including measures that should be implemented to mitigate the increase of violence against children and adolescents in both settings.

This document provides a brief overview of accelerated education as an important strategy to help students regain learning lost during the pandemic, as well as to integrate children and adolescents who were out of school before the pandemic.

The Exploratorium tools for teaching and learning go far beyond exhibits—they are designed to spark curiosity, exploration, and understanding in learners and educators of all ages, near and far, and in all kinds of settings.