De British Academy is een Brits wetenschappelijk genootschap met meer dan 800 leden. Het dient als nationale wetenschappelijke academie van het Verenigd Koninkrijk voor de Geesteswetenschappen. De Academy werd in 1902 bij Royal charter opgericht en is gevestigd in Londen.
In het onderzoek van de van Childhood Programmes staat centraal: (1) zijn versus worden (being vs becoming), (2) kinderrechten (children’s rights) en (3) de inspraak van kinderen (children’s voice).
The COVID Decade: understanding the long-term societal impacts of COVID-19
The British Academy has produced an independent review on the long-term societal impacts of COVID-19. The COVID Decade: understanding the long-term societal impacts of COVID-19 identifies nine significant areas of long-term impact and outlines the evidence across a range of areas from health and wellbeing, communities and culture, to knowledge, employment and skills.
Summary of the report ‘the Covid Decade’. Below you find a high-level summary across three areas, but we encourage readers to dip into the detailed sections of the report, which contain a vast array of data not reproduced here.
Health and Wellbeing
Health and wellbeing – covering physical and mental health (including young people and work), wellbeing, and the environment we live in
The impacts of COVID-19 on health and wellbeing have not been felt uniformly across society. COVID-19 has exacerbated existing structural and social inequalities, with particularly negative health outcomes for those already disadvantaged in society. In this chapter we identify seven areas where we expect there to be continuing challenges and opportunities: pre-existing health inequalities; mental health; social care; pandemic duration and ‘long COVID’; information and communication; data gathering and new health technologies; and environmental conditions, health and wellbeing
Communities, culture and belonging
A central theme across the evidence is the vital importance of community-led responses that draw upon local knowledge and resources, and build capacity and channels of interconnectedness between government, community organisations and the public. The evidence clearly shows that those communities that entered the pandemic with such infrastructure have been best placed to respond. In this chapter we examine six areas where we expect there to be continued challenges and opportunities: community-level responses, volunteering and mutual aid; cohesion and solidarity; trust in government and media; place, cities and housing; race, ethnicity, immigration and prejudice; and arts, culture and sport.
Knowledge, employment and skills
Knowledge, employment and skills – covering education (compulsory and tertiary), skills, knowledge and research, and work and employment
COVID-19 has had significant and unequal effects depending on where in the UK people live, their level of education, socioeconomic and health status. Wider issues around the national economy, educational infrastructure and the social security system have compounded these impacts. In this chapter we examine five areas where we consider the challenges and opportunities of the pandemic on the experience of education and training; the sustainability of further and higher education; the stability of the economy; employment; and incomes.
It is accompanied by a separate report, Shaping the COVID decade, which sets out seven interconnected policy goals for how we might respond. Above all, the reports show that the social, economic and cultural effects of the pandemic will cast a long shadow into the future which will emerge differently across places, along different time courses and for individuals, communities, regions, nations and the UK as a whole.
The reports highlight a number of interrelated concerns for children and young people, from the impact of the loss of learning, to the mental ‘scarring’ of lockdown. The evidence base commissioned by the Academy includes a report led by academics at Newcastle University on the impact on children and young people, and a review of the implications of the pandemic on inequalities in education and skills by the IFS.