CNS: EARLY INSIGHTS INTO THE COVID-19 RESPONSE – 24 APRIL 2020


In collaboration with the Network for Social and Educational Equity and Policy Scotland, Children’s Neighbourhoods Scotland is undertaking a programme of research and intelligence gathering in high poverty settings across Scotland to understand how local responses are working in the current rapidly changing context, and provide insights that can support the next phase of COVID-19 action at both local and national levels. 

The downloadable pdf document below is the first of a series that will share regular insights emerging from the research. 

This briefing brings together some common messages emerging at the local level. One recurring theme in discussions across different areas has been the challenge of consistently identifying vulnerable children, young people and their families across different services and organisations. 

In areas where there are high levels of poverty and disadvantage the local level responses from the voluntary and community sector to COVID-19 vary in coherence and speed of response. Where there is already a high level of community connectedness, existing infrastructure and collaborative structures it has been easier to mobilise support for vulnerable children, young people and their families.

CNS: Early insights into the COVID-19 response – 24 April 2020 (pdf)  

Logo of the Creative Commons licence Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)Written content is published under a Creative Commons BY-NC-SA 4.0 licence.

To cite this briefing: Children’s Neighbourhoods Scotland, Early insights into the COVID-19 response – 24 April 2020, Policy Scotland, 27 April 2020, https://policyscotland.gla.ac.uk/cns-early-insights-into-the-covid-19-response-24-april-2020


Click here to download

Published by nseeglasgow

We are the Network for Social and Educational Equity, based in the Robert Owen Centre for Educational Change at the University of Glasgow. We work with governments, educational institutions, local authorities and teachers to promote educational change.

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