Recovery, Renewal, Resilience

Diakonie Katastrophenhilfe are working with civil society organisations (CSOs) and faith-based organisations (FBOs) to design, develop and enhance local level preparedness systems and capacities to support resilience building during and after crises. Local and national governments, the private sector, the media, and academia are also collaborating with the initiative, to help communities to develop their preparedness and response planning. Working with existing community structures, the initiative aims to mobilise and engage community leaders, key stakeholders, and underrepresented groups. The initiative ensures that the most vulnerable people in the community are at the heart of activities. A lack of capacity, resources and capabilities often creates challenges for local governments to initiate effective disaster risk reduction strategies and support from partners e.g. international humanitarian agencies can help to fill the gaps in the initial planning and implementation processes. Consider establishing new partnerships with international humanitarian agencies to:

• Provide institutional capacity and knowledge on emergency preparedness and response processes;
• Support the design, planning, development and implementation of projects that incorporate new initiatives which enable communities to participate and collaborate on emergency response;
• Support partners to establish local preparedness and response systems, including their own governance capacities;
• Conduct peer reviews to identify lessons learned and share examples of good practices;
• Inform future disaster preparedness and response planning

The activities in this initiative include:

• Train CSOs and FBOs on integrated disaster management. This activity aims to develop localised first response systems and capacities;
• Support and train CSOs and FBOs on Emergency Preparedness & Response Planning capacity development, including strategies for building resilience;
• Establish/strengthen 40 local voluntary community groups on areas such as community preparedness, early warning and response;
• Pilot a ‘Supporting Community-led Response’ programme which aims to enable communities and self-help groups to collaborate on response to crisis, and to address root causes of vulnerability, through workshops, peer review and lessons learned sessions

During COVID-19, schools were forced to move to remote delivery of teaching. The Economic Commission for Latin America and the Caribbean (ECLAC) note that high levels of pre-existing inequalities (e.g. poverty) have exacerbated the negative impacts of the pandemic on children’s education. The World Bank report predicts that the “shock on human capital will substantially reduce intergenerational mobility and the likelihood of children from low educated families to complete secondary school”. The bank also presents a call to action to address the significant learning loss experienced by Latin American and Caribbean children. As countries are transitioning back to face-to-face or to more hybrid styles of education delivery, consider:

• Work in partnership with schools, community groups (e.g. parental committees) and local social care services to identify vulnerable children and develop targeted measures (e.g. through remedial programmes) to ensure that schools are teaching at an appropriate level for all children. Specifically take into account the learning needs of children from lower-income families who may not have had the resources at home to keep up with remote learning measures
  • For example, ‘Alerta Escuela’, Peru uses early warning systems to identify students who are at risk of dropping out or who are in need of targeted interventions
• Guide and support schools on how best to combine remote and in-person learning (e.g. the Ceibal initiative in Uruguay). To increase accessibility, blended learning recovery solutions should consider low- or no-tech options (e.g. educational TV programmes/local radio/community youth groups)
• Design a long-term transformational plan for accelerating the digital transformation of local and national Education Management and Information Systems (EMIS), for example:
  • The World Bank is collaborating with education agencies to establish a “new generation of EMIS based on an enterprise architecture focusing on learning data”. The programme will collate best practices, tools and guidance that aim to enable education agencies to implement technology-driven solutions that accelerate cost effective educational programmes and generate high investment returns

See also TMB Issue 33 – a case study which explores the “attainment gap” and digital divide, detailing international strategies that aim to support children to catch up on learning time lost during the pandemic

TMB Issue 38 discussed the importance of community involvement in tackling disease outbreaks and presented the recommendations set out by the Independent Panel for Pandemic Preparedness and Response. This briefing offers examples of good practice in community participation during the COVID-19 pandemic. Consider:

• Tanzania: local government co-produced infection control measures with business leaders based in markets to integrate leaders’ understanding & knowledge of the challenges of implementing such measures
• Nigeria: the “community informer model” was employed by local authorities for COVID “surveillance, tracing and monitoring” – community informers are key trusted individuals in a community (e.g. faith leaders)
• Pakistan: community volunteers “set up quarantine wards, manufactured and provided free protective suits for medics”, and distributed food to vulnerable people
• India: Community volunteers came together to investigate and identify unknown (“hidden”) COVID-19 fatalities. The volunteer group comprised of expert physicians and data analysts who developed comparisons of official health data and other reports. This encouraged a review of the national death audit process and resulted in improvements in the process so that COVID-19 deaths were accurate and transparent
• USA: Volunteers built a public “Testing Site Locator” app which visualized the geographical location of testing centres to support collection of testing centre-related information and dissemination at the national level. This supported people to locate the nearest available testing centres and also the “health system to plan and distribute centres more effectively”

The pandemic, and previous disasters, have evidenced that communities play a crucial role when preparing for, responding to and recovering from, crisis. Communities and civil societies should be “partners early on in the design, planning, implementation, and assessment of preparedness and response efforts on all levels”, particularly at the local level. We have covered community participation and co-production with communities in various briefings, see TMB Issue 38; Issue 34; Issue 33.

There has recently been a new spotlight shone on the impact that communities have had on their local response. A key message from the UK’s Integrated Review was the need to build whole-of-society resilience through enhancing capabilities in local resilience (see a recent TMB case study). TMB has often highlighted the renewal of community resilience through building a Local Resilience Capability (TMB Issue 30, as well as Briefing A in this current issue). Communities are being seen in a new light in local resilience.

This has been further identified in a paper by the Independent Panel for Pandemic Preparedness and Response, titled ‘Centering communities in pandemic preparedness and response’. This paper emphasizes the importance of community involvement in tackling disease outbreaks and advises of the need to:

• Establish partnerships to work with communities to design, plan, implement and monitor local and national pandemic preparedness and response, for example:
  • In Sur, Oman, the city government developed an intervention of response in partnership with civil society (e.g. community sports clubs, the Omani Women Association, youth groups and voluntary organisations). These groups supported activities to “arrange, maintain, and supervise” pandemic response activities
• Improve community engagement through “clear structures and sustained funding”, recognising that continuous effort is needed (not just a one-off effort during crisis). This can help to develop trust between communities and official service providers
• Recognise that risk communication is key to community engagement, and one part of local resilience capabilities: two-way, bi-directional and co-produced communications are essential to understand needs, communicate responsibilities, and gain feedback (see TMB 37 ‘Risk communications as part of the Local Resilience Capability’)
• Community resilience requires a “sustainable framework for community empowerment and recovery”, including:
  • “Invest in civic mindedness” to establish a culture of social connectedness and empower communities to take responsibility through co-production to understand risk preparedness, response and recovery
  • Establish partnerships between governments and community-based groups/voluntary organisations/businesses to integrate communities into the planning and leadership of interventions that enhance their local resilience
  • “Invest in social and economic wellbeing, and in physical and psychological health” to ensure access to health services

Our Recovery, Renewal, Resilience project has recently been recognised by UNDRR (United Nations Office for Disaster Risk Reduction), joining the global Sendai Framework Voluntary Commitments initiative for disaster risk reduction. This initiative was developed in response to the General Assembly resolution 68/211 (2013) to support the development of partnerships at all levels to implement the Sendai framework. The Sendai Framework VC initiative provides specific encouragement to academic, scientific, and research entities in regards to their contribution to disaster risk reduction. The Voluntary Commitment highlights our projects 'Sendai Priorities for Action' including:

• "Understanding disaster risk;
• Strengthening disaster risk governance to manage disaster risk;
• Investing in disaster risk reduction for resilience;
• Enhancing disaster preparedness for effective response, and to 'Build Back Better'"

The Sendai Framework Voluntary Commitment platform showcases a wide range of work from different organisations and groups across the world, all working to build resilience. The platform serves as a "mechanism to mobilize, monitor and take stock of commitments from multi-stakeholders for the implementation of the Sendai Framework until 2030". You can explore the various projects from across the world or register your own project on the platform here.

Vulnerable groups of people are those that are disproportionately exposed to a risk. This can change dynamically and it is not a simple process of dividing populations into two groups of 'vulnerable' and 'not vulnerable'. Amid the pandemic, vulnerable groups have emerged from a diversity of communities. They are not only older people, those with ill health or disabilities, or homeless persons, but also people from a range of socioeconomic groups who might 'struggle to cope financially, mentally or physically' with crises precipitated by the pandemic. Consider:

• If the definitions and categories we use to identify vulnerable people, and consider their needs, adequately represents their lived experiences - whether their vulnerability existed prior to COVID-19, has been exacerbated by it, or has been newly created by it?
• Identify the people behind the 'vulnerable' label - who are they, where are they, and why are they vulnerable? - to increase our understanding of the person and the conditions or environment (root causes) that may be making them vulnerable to certain risks
• If there are different levels/spectrums of vulnerability, do we need to organise vulnerability with respect to different forms of risk (e.g. immediate risk to life, risk to mental health, social/financial security, geographic location)?
• Assessing those who may have been defined as vulnerable prior to COVID-19 and the conditions associated with this vulnerability, those who have become newly vulnerable as a direct result of COVID-19, and what factors lead to these people/groups becoming vulnerable
• The risk of under-supporting those who face severe risk if we rely only on our previous (to COVID-19) assumptions or understanding of vulnerability
• Whether re-defining vulnerability may support more effective recovery and renewal strategies e.g. classifying vulnerable groups according to risk levels/spectrums, creating vulnerability indexes and identifying the root cause of each
• Recovery strategies should aim to provide transactional aid to alleviate the negative effects of vulnerability exacerbated or caused by the pandemic
• Renewal initiatives should address the root cause of vulnerabilities through transformational initiatives that aim to prevent people from becoming vulnerable

Migrants and refugees face a multitude of health and safety challenges that have been intensified by the pandemic, such as: losing employment and income; eviction and homelessness; and lack of access to 'safety net' support. In addition, some countries have temporarily suspended issuing residency permits, leaving people with irregular status in their country of asylum and further impacting their access to employment and social services. To support migrants and refugees, consider:

• Participate in national resettlement programmes (e.g. SRP UK) to guide preparations, ongoing support and integration of migrants and refugees into local communities
• Establish a working group to enable collaborative working between local councils, community groups and related agencies to determine how local authorities can meet legislative requirements of resettlement programmes
• Inform and prepare local communities where migrants and refugees are to be resettled
• Identify registered and unregistered refugee populations in communities
• Conduct risk and vulnerability assessment mapping
• Include migrants and refugees in social protection schemes to support those who have lost income generating opportunities
• How systems will protect migrants and refugees from harm, irrespective of their status, with access to essential health and social care
• Agree that immigration status is not a legitimate basis to deny access to essential public services (e.g. healthcare, vaccination), and communicate this to public services, migrant and refugee populations, and wider groups
• Invest in risk communication and community engagement at local levels to disseminate information in the relevant languages of migrants and refugees
• Partner with humanitarian actors to provide services
• Establish humanitarian service points or 'safe spaces' which are not subject to immigration enforcement activities, where humanitarian actors can provide essential services to vulnerable migrants

Schools have an increased need for support during lockdowns to provide children with the resources they need to learn effectively. Many other organisations are also under significant pressure during COVID-19, but some are coping particularly well as customer demand has increased hugely. Such organisations may have the capacity, capability and willingness to support the parents of schoolchildren in their local community. Consider encouraging local organisations and others to:

• Coordinate community activities on behalf of a school, for example, to:
  • Collect unused computers from businesses and the public so they can be reformatted and given to school children to enable them to access online learning support
  • Provide computer training and skills for local parents so they can assist their children, particularly young children
• Offer free printing of schoolwork for parents of school children who do not have printing services at home
• Make servers available to host school content which can be downloaded by parents
• Contribute financially to support schools to pay for new forms of online schooling, new content, and access to privileged services
• Work with schools to support them to build capability, for example, to:
  • Evaluate and learn the technology that is available and how to use this in online learning
  • Convert materials to make them suitable for online learning
  • Remap donated computers to enable them to be distributed to school children
• Provide specialist services to schools, e.g. readers of braille, sign language, adapting written materials into the spoken word, supporting children with disabilities
• Provide COVID-19 hygiene supplies to schools (e.g. facemasks and hand sanitising stations)
• Actively help Head Teachers in their role, for example, to interpret guidance and its application in their schools, and to support networking and mutual aid between schools

Research has shown that disasters impact men and women differently. While COVID-19 has been shown to disproportionately affect men physically, women are more likely to be adversely impacted by disasters generally, and more likely to be failed by recovery efforts that do not meet their needs. Consider how to develop gender-inclusive disaster recovery that considers impacts of COVID-19:

• Tackle the drivers of gender inequalities in areas such as access to healthcare and economic recovery e.g. impacts of COVID-19 on low paid precarious work, health risks to care workers
• Include multi-stakeholder processes that ensure women's rights organisations are included in designing national response and recovery measures - this should also include groups representing vulnerable or marginalised women
• Assess bid for new funding using an additional criteria of impact on gender responsiveness
• Increase funding and capacity development for local and national women's groups; including for action against gender-based violence which saw a global increase during the pandemic
• Strengthen COVID-19/disaster responses to address women's leadership roles, not only their vulnerability to the virus
• Examine the availability of gender-responsive health services and vital sexual and reproductive health needs at local level
• Consider communications designed for women, to reach women. Women and girls may be less likely to receive and contribute to accurate COVID-19 information due to patriarchal norms/structures
• Include the voices and rights of trans women in response and recovery so they are equally involved in determining needs

Research into MNCH demonstrates that early-life determinants of health help create more resilient societies. Previous trends indicate that socioeconomic shocks lead to an increase in markers of poor MNCH including low birthweight, maternal and infant malnutrition, and maternal drug or alcohol misuse etc. These factors can have impacts across a person's life and effects the next generation. At particular risk are people from Black, Asian, or minority ethnicities who are more likely to be socio-economically disadvantaged, and at higher risk of pre-existing health conditions, contracting COVID-19, and having poor markers of MNCH. Consider:

• Research and data collection to monitor the immediate and longer-term effect of COVID-19 and related socioeconomic crisis on MNCH, using routine data collection systems and reinstating systems that have been suspended during COVID-19 e.g.:
  • the short, medium, and longer-term consequences of COVID-19 on neurocognitive development in children
  • disruptions as a result of COVID-19 e.g. on food insecurity, access to health services and impacts on MNCH
• Investment of resources into promotion of early-childhood health and development, including the training and provision of community health workers
• Promotion of MNCH care as an essential service and human right, including investment to access to contraception/reproductive health services, antenatal/postnatal care, and child health etc
• Strengthen community-based interventions to promote MNCH, such as home visits during and after pregnancy and in the early years
• Develop new policies to drive gender equity and reduce the penalties of motherhood e.g. parental leave for each parent on a use it or lose it basis

Inclusive recovery practices are essential as additional groups of vulnerable people emerge from the COVID-19 pandemic, alongside data on the disproportionate effects of COVID-19 on vulnerable and marginalised people. In particular, people living with visible and invisible disabilities have been adversely impacted by the virus due to challenges in accessing health services, and because they are at greater risk of experiencing complex health needs, worse health outcomes, and stigma[1].

While disability alone may not be related to an increased risk of contracting COVID-19, some people with disabilities might be at a higher risk of infection or severe illness because of their underlying medical conditions[2]. In particular, “adults with disabilities are three times more likely than adults without disabilities to have heart disease, stroke, diabetes, or cancer than adults without disabilities”2. In the UK, working-age women with a disability are more than 11 times more likely to die from COVID-19 than women without a disability, and for men, the death rate was 6.5 times higher than for men without a disability[3].

Health-care staff should be provided with rapid awareness training on the rights and diverse needs of people living with disabilities to maintain their dignity, safeguard against discrimination, and prevent inequities in care provision[4]. Advice on how to do this is extremely important. In the UK, guidance on how to safely care for people with disabilities is provided to protect carers and the person they are caring for, and includes consideration of[5]:

• Protecting yourself and the person you care for e.g. appropriate use of PPE in specific settings
• Supporting the person you care for through change e.g. providing accessible information
• Maintaining the health and wellbeing of carers

In recovery, some people with disabilities may have restricted access to social networks, systems that provide support, job security, consistency of income, education – aspects that others may take for granted. “The more a person is excluded, the more challenging the recovery, and persons with disabilities often fall in this category.”[6] Recovery from COVID-19 must therefore reflect disability-inclusive strategies to provide action-oriented directions for government officials and decision makers responsible for post-disaster recovery and reconstruction.

The Disability-Inclusive Disaster Risk Recovery Guidance Note[7] developed by the World Bank / Global Facility for Disaster Reduction and Recovery (GFDRR) aims to accelerate global action to address the needs of persons with disabilities. Overall, the World Bank and GFDRR estimate that a quicker and more inclusive recovery could reduce losses to well-being by $65 billion a year[8].

Disability-inclusive recovery is about including people with disabilities in recovery planning and enabling equal opportunities through the removal of barriers. This can be done by gathering baseline disability data and incorporating it into needs assessments, by mainstreaming disability inclusion in recovery programmes, and by recommending specific interventions. There are four essential steps to support inclusive risk planning:[9]

• Collect data on barriers and accessibility improvements to understand and assess disability inclusion in recovery and reconstruction
• Adopt appropriate disability legislation to support a disability-inclusive recovery process that will prioritize needs and allocate resources. New policies should be in alignment with the UN Convention on the Rights of Persons with Disabilities to guide disability-inclusive recovery and reconstruction
• Establish institutional mechanisms to ensure the meaningful participation of persons with disabilities in the planning and designing of recovery and reconstruction processes. Also identify and designate an agency with responsibility for coordinating and overseeing disability affairs in recovery and reconstruction. Additionally, ensure standards for disability inclusion in recovery are established and communicated
• Target households and groups that have limited ability to self-recover, including households with persons with disabilities, to receive financial support and other interventions. Set standards for disability inclusion in budgeting and procurement quickly and ensure they are applied across the recovery and reconstruction process. Also require full consideration of accessibility, including the principles of universal design, as a condition of financial contributions and assistance by all involved in recovery.

Disability-inclusive recovery can help reduce poor representation of people living with disabilities in post-disaster recovery efforts. This provides an opportunity to build a more accessible environment that is inclusive and resilient to future disasters, and to reduce the disproportionate risks faced by people living with disabilities by[10]:

• Making infrastructure resilient and accessible (barrier-free buildings and land use planning)
• Setting up programs to actively employ persons with disabilities, such as hiring them in the recovery and reconstruction planning and implementation process
• Making healthcare and education readily available and ensuring healthcare is accessible to persons with disabilities before and after a disaster
• Communicating hazard exposure and risk information in a way that can be understood and acted upon (for example, sign language interpretation and plain language)
• Improved accessibility before and after a disaster also benefits older people, those who are ill or have been injured, pregnant women, and some indigenous and non-native language speakers

Recovery is often tumultuous and traumatic, but it is also an opportunity to renew systems and processes by understanding and addressing unequal practices and structures. By making disability inclusion a priority in the recovery agenda, we can ensure more self-sufficient, inclusive, and resilient societies for all.

[1] https://www.thelancet.com/journals/lanpub/article/PIIS2468-2667(20)30076-1/fulltext

[2] https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-at-increased-risk.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fneed-extra-precautions%2Fpeople-at-higher-risk.html

[3] https://www.bbc.co.uk/news/uk-53221435

[4] https://www.thelancet.com/journals/lanpub/article/PIIS2468-2667(20)30076-1/fulltext

[5] https://www.gov.uk/government/publications/covid-19-supporting-adults-with-learning-disabilities-and-autistic-adults

[6] https://blogs.worldbank.org/sustainablecities/ensuring-equitable-recovery-disability-inclusion-post-disaster-planning

[7] http://documents1.worldbank.org/curated/en/559111587448620405/pdf/Disability-Inclusive-Disaster-Recovery-Guidance-Note.pdf

[8] https://www.thelancet.com/journals/lanpub/article/PIIS2468-2667(20)30076-1/fulltext

[9] https://blogs.worldbank.org/sustainablecities/ensuring-equitable-recovery-disability-inclusion-post-disaster-planning

[10] https://blogs.worldbank.org/sustainablecities/ensuring-equitable-recovery-disability-inclusion-post-disaster-planning

To read this case study in its original format follow the source link below to TMB Issue 19 (p.15-16).

Self-isolation, and limited access to school, has driven more children online during the pandemic. Spending more time on virtual platforms can leave children vulnerable to online sexual exploitation by predators (see also The Manchester Briefing Week 14). Increased and unstructured time online, alongside limited face-to-face contact with friends or partners, can lead to heightened risk-taking such as: sending sexualized images, exposure to potentially harmful content, and cyberbullying. Consider:

• Some children may be more vulnerable than others (e.g. those with learning disabilities) and may need specific types of support and training for them and their guardians
• Retaining access to child services and keeping guardians informed of where to find online safety information for themselves and for young people (e.g. antivirus software, parental controls on devices)
• Information for guardians on talking with young people about who they communicate with online
• Training health, education and social service workers on the impacts that COVID-19 may have on increased online risks for young people
• Educational initiatives on cyber safety and to provide local helplines and hotlines for adults and young people, including counselling
• Enhancing online safety measures, especially while using virtual learning tools
• Schools updating safeguarding policies to reflect the new realities for children learning online

The COVID-19 pandemic has been a challenging time for everyone, especially in trying to adjust to new routines and living and working environments. This may be particularly true for children with autism and their parents, as children with autism have trouble adjusting to, coping with, and understanding change. To help with this, help parents to explain the current situation in clear and simple ways and can help children with autism to adjust to the 'new normal'. One way of doing this is to provide parents with access to materials that frame COVID-19 as a germ that can make people sick, so it is important to stay away from others and not touch things.

Advise parents to reiterate important rules to children with autism is also important to help them cope, such as:

• Washing hands well and often (for at least 20 seconds)
• Not touching their nose, mouth, and eyes
• Keeping at least 6 feet away from other people
• Wearing a cloth face covering or face mask in public places

Face coverings may be difficult for autistic children, some parents have had successes in attaching the ear loops on masks to their child's favourite hat with buttons to reduce sensitivity. Make authorities (such as transport providers, Police) aware of "Facemask Exemption Cards" that have been produced by organisations for parents to print out for those who cannot wear a mask. Local government can support parents of children with autism by working with respected specialist organisations to advise parents e.g. one encouraging mask wearing

• Demonstrate using the face mask on a preferred object or person, such as a stuffed animal, a doll, or a family member
• Allow the person to choose among different types of fabric face masks to find one that is most comfortable
• Start by practicing wearing the face mask for short durations of time, allowing for breaks when needed
• Plan initial outings in low-demand environments that are quiet and calm, so that the individual can experience success wearing the face mask
• Use a printed photo or digital photo of the individual wearing a face mask as a visual cue to wear the mask before outings

In addition to these changes, losing the daily routine that going school provides adds an additional layer of complexity for children with autism, and outs them at risk of not receiving the social care and support they require. While, some children may have found home schooling difficult, the time spent away from school may have resulted in the development of a new routine at home where they feel safe. As such, returning to school may cause anxiety and distress. Local government should inform teachers that some ways of reducing these anxieties include:

• Providing a visit to the school before it reopens if possible, to help children familiarise themselves with their environment and staff again
• Encouraging homes to introduce changes that are made in school at home e.g. explain social distancing measures, ask for photos of new classroom layouts to show children
• Asking parents for information about your child during COVID-19 so they have an understanding of their needs and how these may have changed due to COVID-19 restrictions

COVID-19 has also been a challenging time for parents of children with autism. One parent in the UK stated that support for them and their child had been reduced to occasional phone calls and they felt like they had been "left to struggle alone". They also stated that they were repeating the same or similar activities with their child from before lockdown and that it felt like their child's development had stalled. They stated that increased resources from their child's support worker such as a timetable of activities and development would have helped and made the experience of self-isolation and lockdown "less distressing".

Providing specialised phone lines and centralised hubs with resources for parents is vital, to ensure their well-being and that of their children, via reliable information and support. Local government can help employers to realise that parents also need to find ways to balance work and childcare responsibilities this can include:

• Arrange to work from home to ensure supervision, or childcare sharing arrangements with friends and family
• Prepare information about the child's support needs and successful learning and behaviour strategies for anyone caring for the child
• Develop an emergency contact list, and discuss it with friends and family. Include names and numbers of your personal autism support network, as well as medical providers
• Contact local organizations who may be able to offer support.
• Look through the child's medical records or evaluations related to autism as these may have recommendations on areas to focus on and can help you with making learning plans while schools are closed
• Reach out to others to maintain social support for the whole family e.g. social media, social media groups for autistic people and their families, and other virtual support groups that provide online resources for finding empathy and ideas while self-isolating or in lockdown

To read this case study in its original format (including references) follow the source link below to TMB Issue 16 (p.19-20).

Including gender-inclusive perspectives can address gender inequalities in health outcomes, the economy and wider society. For example, in the EU, women make up: 93% of child care workers; 86% of personal care workers in health services; and 95% of domestic cleaners (https://eige.europa.eu/covid-19-and-gender-equality/frontline-workers). This exposes women to the virus, heighten the potential of poverty and mental health issues as these jobs are undervalued, precarious, and underpaid. Women also bear an unequal burden in unpaid household labour which can undermine access to paid employment. There is a need to assess the implications of COVID-19 policies to ensure gendered experiences are recognised and addressed. Consider:

• The level of exposure of genders to COVID-19 due to gender segregation in the labour market
• The increased risks to occupational health and well-being of women in caring professions
• Increased consultation with, and inclusion of, women in decision-making during crises
• Working with community/religious leaders to promote caregiving/caretaking as everyone's responsibility
• How gender-balanced teams can provide treatment or support for mental health and well-being
• Innovating to mitigate other social issues such as gender based violence
• Offering guidance on domestic violence into existing services e.g. give volunteers, who provide other services, information on victim support
• Educating organisations about the heighten risk of gender based violence since COVID-19 so that they can be part of safeguarding women and girls

The UN reports that measures to curb the spread of COVID-19 are exposing victims of human trafficking to further exploitation and limiting their access to essential services. The restrictions on movements, diversion in law enforcement, and reduced public health and social services is impacting victims of human trafficking before, during and after their ordeal. Children are also at increased risk of exploitation as a result of being forced onto the streets to find food or work; and women are at risk of sexual exploitation. Consider how to:

• Protect those still at risk from abuse from captors through maintaining dedicated law enforcement departments and social workers for victims of human trafficking. Including the need for adequate PPE for these departments
• Provide safe housing for victims who have been rescued from captivity but are unable to return home due to travel restrictions
• Support those experiencing delays in legal proceedings, including regular updates on the status of their case
• Provide hotlines to emotional, financial, legal and safe housing advice
• Encourage communication between schools, law enforcement and social workers to identify, and check-up on, children at risk of exploitation
• Increase attention to tackling online child sexual exploitation. Travel restrictions have spawned an easy way to groom children, gain access to (or create) child sexual abuse material and establish "delivery" services
• Conduct evaluations into the impact of COVID-19 on resources for victims, law enforcement and justice systems to better understand needs of victims and gaps in provision

COVID-19 has put a spotlight on wider socioeconomic and health inequalities and vulnerabilities which require long-term interventions. Social justice perspectives address creating fair and just relations between individuals and society through societal transformation to ensure the dignity and rights of people. A social justice perspective would support tackling a number of important inequalities highlighted globally during COVID-19 response and recovery. These include:

• Disparities in the risk and outcomes of COVID-19 for black, Asian and minority ethnic (BAME) people
• Increased risk to women from domestic violence within their homes
• Safety of LGBTQI+ community- safety at home for these communities may be more precarious as they're at a higher risk of homelessness (especially young people) and domestic abuse. Additionally, specific safe community spaces for LGBTQI+ communities have been lost, and access to healthcare can be difficult due to specific needs (this can be especially hard for trans people)
• Significant financial risk to those with precarious employment, which can lead to extreme poverty and homelessness
• Vulnerability of children as a result of any of the above issues - compounded by reduced safe spaces, such as schools, which also provide access to meals, pastoral care and resources e.g. internet and computers

TMB Issue 10 brings together the reflections of our learning from the first 10 weeks of gathering lessons on recovery and renewal from COVID-19. Follow the source link below to read all of the reflections from our team (p.9-15)

No-one has been un-touched by Covid-19. It has brought vulnerability and the perception of risk to each of our doorsteps and is making an entire nation think about how we behave against the COVID-19 risk. The public have been taught about risk over the weeks by constant use of risk principles such as transmission rate, R, personal protection, their own personal vulnerability. This emphasises the need to lower risk through shielding, social distancing, hand washing, and self-isolation.

One major response to this risk is the public's willingness to volunteer - both through officially directed activities and through mutual aid activities. The public know their effort is essential to reduce the risk of those who are intensely vulnerable - however, they may not realise that their action is creating resilience in our society. Now, we all know that small groups of people can change the world and can build resilience when we need it.

Consider:

• That there is currently an opportunity to talk more about this wide-scale risk - before people become more disillusioned and fatigued with COVID-19
• How to enhance the public's understanding of risk by simple messages which are easily understood and not nuanced
• How to educate the public on risk and resilience
• How mass volunteering builds resilience
• How this new expression of volunteering social capital has created opportunities to:
  • strengthen resilient and society
  • change the relationship between crisis responders and volunteers
• How to convert the experiences of children and young person into a legacy about prevention, preparedness and social responsibility learning

It is possible that the general public's understanding of risk and resilience is greater than ever before - let's capitalise on that

TMB Issue 10 brings together the reflections of our learning from the first 10 weeks of gathering lessons on recovery and renewal from COVID-19. Follow the source link below to read all of the reflections from our team (p.9-15)

Despite contextual and narrative differences for recovery and renewal globally, common opportunities and challenges have emerged.

Opportunities to consider:

Volunteers

• Utilise and nurture the wave of volunteerism, solidarity, altruism and philanthropy that has arisen
• Implement mechanisms to effectively manage these contributions to provide core services when the system is overwhelmed

Challenges to consider:

Emotional health and wellbeing

• There have been wide-ranging effects on populations' mental health and well-being. Impacts are greater on certain populations and those pre-existing conditions
• The long-term consequences of COVID-19 on mental health are expected to reach an unprecedented scale
• Mental health services suffer from underfunding and limited resources - significant attention is needed to meet long-term demand and scale of need

Continuity of support for vulnerable people

• Continuity of support in both health and social care is vital to mitigate compounding vulnerabilities. This should account for those in the system pre-COVID-19 and those who may have become newly vulnerable as a result of poor physical or mental health, financial difficulties or social vulnerabilities

TMB Issue 10 brings together the reflections of our learning from the first 10 weeks of gathering lessons on recovery and renewal from COVID-19. Follow the source link below to read all of the reflections from our team (p.9-15)

Consider:

• Women are more likely to carry out unpaid work or serve as care givers. The pandemic is likely to negatively impact their livelihoods and dramatically increase their unpaid care work
• Women constitute over two-thirds of workers in the health and social sector globally, placing them on the frontlines of the pandemic response, but with a persistent gender pay gap and fewer leadership positions than their male counterparts
• These issues can restrict access to resources, decision making and the ability to take preventive measures

Close consultation is needed with women's organisations i.e. groups for mothers, carers, women's rights, domestic violence

Including:

• The pressure on vital sexual and reproductive health services (including for women subjected to violence) and how provisions can be maintained
• The provision of hotlines, crisis centres, shelters, legal aid, and protection services and impacts of scaling these back
• Identifying and evaluating outreach methods to support those at risk of abuse within their own home
• Plans for the safety of health workers (the majority of whom are women) who may be at risk of violence in their own home and at work
• How to include men in conversations about violence towards women

Understanding children's perspectives is important to provide children with an outlet to express themselves, and for adults to gain a better understanding of how children view their situation.

• Consider creative activities where children can explore their feelings about COVID-19, this could include drawings, video blogs or music. One example, is a collection of drawings and messages collated by the BBC, showcasing children's perspectives about the world they are living in. These types of activities could be recurring, and could be developed to address a number of issues i.e. lockdown, not going to school, fear, bereavement.
• Similar activities could support communities in emotional and social recovery from the impacts of COVID-19 and could provide innovative ways for adults and children to explore bereavement, memorials and commemoration.
• Children's pictures of colourful flowers in windows can make their walks more enjoyable and brighten the nation. The rainbows can be refreshed to create a refreshed vibe for the children to engage with.

This includes elderly, those with pre-existing health conditions, migrants and homeless. Consult with organisations representing these groups to develop understanding of how they might be affected by complex emergencies and what measures could be taken. (UN -75 People's consultations established for this). For example, in the UK some LRFs are considering how to evacuate during lockdowns or social distancing.