COVID-19 Global Risk Communication and Community Engagement Strategy

There is an unprecedented need to elevate the role risk communication and community engagement (RCCE) plays in breaking the chains of transmission and mitigating the impact of the COVID-19 pandemic.

Until biomedical tools such as vaccines or treatments are developed and widely available, people’s behaviour and their willingness to follow public health and social measures remain the most powerful tools to stop the spread of the virus.

The COVID-19 Global Risk Communication and Community Engagement Strategy, December 2020 – May 2021 provides an important update for member states and supporting partners. The updated strategy is underpinned by a socio-behavioral trends analysis and builds on the learnings from the response to-date. The shift presented in the document is towards the community engagement and participatory approaches that have been proven to help control and eliminate outbreaks in the past.

The overarching goal of the strategy: That people-centred and community-led approaches are championed widely – resulting in increased trust and social cohesion, and ultimately a reduction in the negative impacts of COVID-19.

Source: COVID-19 Global Risk Communication and Community Engagement Strategy

    Four Things You Can Do to Support Your Teen’s Mental Health

    This is guidance for parents to help them deal with their teenagers’ mental health, especially during the COVID-19 pandemic.

    The four things parents can do are:

    1. Encourage them to share their feelings
    2. Take the time to support them
    3. Work through conflict together
    4. Care for yourself

    Source: Four Things You Can Do to Support Your Teen’s Mental Health

      Questions and Answers: Adolescents, Youth and COVID-19

      These questions and answers were developed by the World Health Organization, UNESCO, UNFPA and UNICEF.

      Questions include:

      • Can adolescents catch COVID-19?
      • Can adolescents spread COVID-19 to other people even if they have mild or no symptoms?
      • Since there are few known cases of adolescents getting seriously ill with COVID-19, should I go to a health facility if I develop symptoms of the disease?
      • I am on medication for a chronic health condition. Should I change anything?
      • I am bored staying home. Since I am very unlikely to get severely ill even if I was to get COVID-19, why is it important that I follow the guidelines to prevent transmission such as keeping physical distance from other people?
      • I am feeling really anxious about COVID-19 and its impact on my life. What should I do?

      Source: Questions and Answers: Adolescents, Youth and COVID-19

        Classroom Precautions During COVID-19

        This article aims to support teachers with information and tips on various topics.

        These include:

        Source: Classroom Precautions During COVID-19

          Supporting your Child’s Mental Health as They Return to School during COVID-19

          The coronavirus outbreak has caused major disruptions to daily life and children are feeling these changes deeply. While the return to school will be not only welcome but exciting for many students, others will be feeling anxious or frightened. This article offers tips to help children navigate some of the complicated emotions they may be facing with going back to school.

          Source: Supporting your Child’s Mental Health as They Return to School during COVID-19

            The Coronavirus Super Villain is Coming to Get You!

            This cartoon from India shows the novel coronavirus as a villain trying to get into people’s bodies. However, those that are wearing masks, practice social distancing and proper hand hygiene are protected from the villain.

            Source: The Coronavirus Super Villain is Coming to Get You!

              Children’s and Caretakers’ Animation Series on COVID-19 – Episode 1

              The COVID-19 response under Breakthrough ACTION Cambodia includes a six-episode children’s and caretakers’ animated series aimed at disseminating key COVID-19 messages focused on key behaviors (e.g., handwashing, self-isolation) and prevention of COVID-19.

              This was developed in coordination with UNICEF and approved by the Ministry of Education, Youth and Sport (MoEYS). This first episode aired in May 2020 and was shared through the Facebook pages of the MoEYS, UNICEF and Save the Children, and broadcasted on several  local TV channels. It is available in Khmer and sign language.

              The series is available on Facebook and YouTube.

              Source: Children’s and Caretakers’ Animation Series on COVID-19 – Episode 1

                Religious Leaders Play Key Role in Battle against COVID-19

                Religious leaders throughout Bangladesh – including in the Rohingya refugee camps – have agreed to play a key role in the battle against the COVID-19 virus.

                Mosque megaphones are traditionally used by imams to call the faithful to prayer. But they now serve an extra purpose: to disseminate key public health messages.

                Imams play an important role in Bangladesh because they hold the trust of millions of worshipers in what is a predominantly Muslim country. UNICEF and the Islamic Foundation Bangladesh (IFB) – a government organization that works under the Ministry of Religious Affairs – have worked together for the wellbeing of women and children since 2017.

                Source: Religious Leaders Play Key Role in Battle against COVID-19

                  Animated Video about COVID-19 and Kindness

                  This video uses characters from the movie “Despicable Me” who let their love and kindness show and show ways to keep themselves and their communities safe during this unprecedented time.

                  Source: Animated Video about COVID-19 and Kindness

                    Framework for Reopening Schools

                    These guidelines aim to inform the decision-making process regarding school reopening, support national preparations and guide the implementation process, as part of overall public health and education planning processes. It is designed to be a flexible tool that can be adapted to each context and updated as the situation changes. The guidelines outline six key priorities to assess the readiness of those schools and inform planning.

                    Source: Framework for Reopening Schools