Project reportEurochild
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Davide Rambaldi
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Davide Rambaldi
A necessary step to put children’s rights at the heart of digital policy. Eurochild welcomes the proposed EU KIDS Act as a necessary step toward a safer digital environment that upholds the rights of all children. Its differentiated approach recognises that children’s needs, capacities and vulnerabilities evolve throughout childhood and adolescence, although its age thresholds and safeguards require further strengthening. We particularly welcome the recognition that all children under 18 have the right to protection and age-appropriate safeguards, alongside broad coverage encompassing social networking services, video sharing platforms, online games, AI companions, conversational chatbots and app stores. The proposal translates safety by design into concrete obligations. We welcome safeguards against addictive design, high privacy and security settings by default, and restrictions on unsolicited contact. We also welcome protections against harmful commercial practices, safeguards addressing AI-related emotional dependency, and accessible tools supporting children’s agency. To realise this ambition, the proposal should be strengthened in four areas: Establish a coherent framework and reverse the burden of proof. Ensure safeguards regardless of guardian availability. Close gaps for AI and online games. Ensure inclusive implementation and meaningful participation. Read Eurochild’s full reaction
Davide Rambaldi
Eurochild welcomes the proposed EU KIDS Act as a necessary step toward a safer digital environment that upholds the rights of all children. Its differentiated approach recognises that children’s needs, capacities and vulnerabilities evolve throughout childhood and adolescence, although its age thresholds and safeguards require further strengthening. Eurochild has played a key role in bringing our policy analysis, members’ expertise and children’s experiences into this debate. Our position on age restrictions on social media in February 2026 has enabled us to contribute a strong voice and engage with European Institutions, the media, technology companies and other stakeholders. Our participation in the European Commission President’s Special Expert Panel on child safety online further demonstrates our contribution at the highest level of the EU political agenda. We particularly welcome the recognition that all children under 18 have the right to protection and age-appropriate safeguards, alongside broad coverage encompassing online social networking services, video-sharing platform services, software application stores, online games, operating systems, AI companions and general conversational chatbots. The proposal translates safety by design into concrete obligations, although these do not apply equally across all covered services. We welcome safeguards against addictive design, high privacy and security settings by default, and restrictions on unsolicited contact. Requirements on recommender systems and interruptions protecting sleep and school time are further positive developments, but equivalent protections should be extended to services where gaps remain, including online games. We also welcome protections against harmful commercial practices, safeguards addressing AI-related emotional dependency, and accessible tools supporting children’s agency. Child-friendly reporting, priority handling of children’s reports, collective complaints and independent audits offer important avenues for accountability. Protections for users without accounts and strong privacy requirements for age assurance are further positive developments. To realise this ambition, the proposal should be strengthened in four areas: Establish a coherent framework and reverse the burden of proof. All providers should demonstrate safety and age-appropriateness before exposing children to services through child-rights risk assessments, independent review, proportionate audits, and ongoing monitoring, including across all platforms. Assess cumulative harms and unequal impacts, clarify exemptions and coordinate enforcement with existing EU legislation. Ensure safeguards are not dependent on guardian availability. Children’s access to safe, age-appropriate services should not depend on adults’ availability, resources or digital skills. For social networking and general video-sharing services, children aged 13–14 should be able to hold limited accounts independently, with providers applying binding time limits, safe contact settings, high privacy defaults and accessible reporting and confidential support. This would prevent exclusion and disruption of legitimate contacts, particularly for children in alternative care and unaccompanied children. Guardian tools should provide optional additional support, while respecting children’s privacy and evolving capacities. Close gaps for AI and gaming. Ensure equivalent core protections across services, with additional safeguards tailored to their risks. AI companions and general conversational chatbots should remain unavailable to children under 13, while access for older children should depend on independently demonstrated safety and age-appropriateness. Specialised educational AI limited exclusively to educational functions and not qualifying as an AI companion should be distinguished from these systems. For online games, providers should demonstrate suitable age ranges and apply binding safeguards before allowing children’s access, including effective time controls, stronger contact protections and a prohibition on paid loot boxes and other purchasable randomised rewards for minors. Ensure inclusive implementation and meaningful participation. Embed accessibility by design and assess unequal impacts through a gender-sensitive, intersectional approach, prioritising children in vulnerable situations. Involve children in designing, testing and reviewing safeguards, supported by independent expertise, research, effective complaints and evaluation of real-world outcomes. Invest in digital literacy, support for families and educators, and shared, accessible, privacy-preserving infrastructure. The Act offers a promising foundation for lasting change. Eurochild will work with the EU Institutions, members, children and partners to translate this ambition into inclusive protection, meaningful participation and effective accountability. For more information, please contact Francesca Pisanu, Eurochild Senior Policy Officer. Read Eurochild’s full reaction to the EU KIDS Act
Davide Rambaldi
As protests escalate in several EU countries, including Albania, Austria, Belgium, Germany, Greece, France, Ireland, Italy, Spain, Serbia and Portugal, children and young people are raising concerns. Eurochild calls on governments to uphold children and young people’s rights to peaceful expression and assembly and to listen to their concerns. While their demands differ, they are concerned that governments must address under-resourced education and unequal opportunities, corruption, lack of accountability, and their ability to shape their future. This reinforces Eurochild’s longstanding calls to invest in children, tackle poverty and inequality, and ensures that children and young people can meaningfully influence public decisions. Concerns about education cuts, unaffordable housing, rising living costs, employment prospects and environmental challenges deserve serious political attention. These structural challenges require sustained action, alongside immediate measures to address the pressures facing children, young people, and their families. Eurochild has long called on governments to tackle poverty and inequality and protect investment in children. Fiscal constraints and decisions to reduce public spending must not undermine children’s rights or the opportunities of younger generations. Authorities must ensure adequate, sustained investment in children, including dedicated budgets and sufficient funding for education, housing, and essential services, especially during crises. This is particularly important for education, which is both a fundamental right and a powerful tool for breaking cycles of poverty. Eurochild has also long called for an intergenerational approach to the decisions taken today. Tackling environmental challenges is a matter of intergenerational fairness and of protecting those most exposed to their effects, including children already facing intersecting forms of discrimination and disadvantage. Unemployment and in-work poverty affect families across Europe, shaping children’s lives and opportunities from an early age. This reflects systemic failures that governments must address at their roots through decent jobs, adequate wages, and strong social protection. At the same time, families need immediate support through adequate child benefits, scholarships, and access to affordable, quality services, so financial hardship does not undermine children’s rights. While we condemn violence and vandalism, these incidents must not overshadow the voices and concerns of peaceful protesters. The actions of some individuals must never be used to discredit others or justify restrictions on their right to peaceful protest. Public authorities must protect peaceful participants. Any use of force must be lawful and proportionate, and intimidation or unlawful retaliation against peaceful protesters is unacceptable. Governments must respond to the concerns raised by children, young people, and the wider public through meaningful dialogue and concrete action, including by discussing their concerns and demands. Protecting the right to peaceful protest must go hand in hand with addressing the inequalities and challenges that shape children’s lives. Eurochild calls on governments to invest in children, uphold their rights, and ensure their voices meaningfully influence decisions that affect their present and future. Eurochild’s support for the rights to peaceful expression and assembly should not be construed as endorsement of every claim, objective or action associated with any particular protest movement. Photo from Wikipedia: A march during the general strike in Belgrade on 24 January 2025. The banner in the foreground reads “Само Студент Србина Спашава” (Only a Student[s] Saves the Serbs).
Davide Rambaldi
Eurochild member “The Voices of Children Foundation” releases a chronicle of Russian attacks on from July to October 2026 and calls on the international community to respond to Russia’s increasingly brutal attacks. The appeal covers events since July 2026, when Russia escalated its strikes on civilians in Ukraine. Since then, attacks that once came mostly at night have continued around the clock, even in cities far behind the front line. Missiles and drones are increasingly hitting schools, hospitals, malls, and trains, now including in cities hundreds of kilometers from the front line. Even the journey to school has become dangerous for children. The Foundation’s psychologists, who work with children every day, see that the issues they face are becoming more complex: suicidal thoughts and self-harm are becoming more frequent. In total, since the start of Russia’s full-scale invasion, 762 children have been killed and 2,953 injured. The document features testimonies from boys and girls living under shelling, data from the UN and Ukraine’s Ministries of Education and Health on strikes on residential areas, schools, and hospitals and explain how international partners can help protect children in Ukraine. How you can help Support their position in writing. Share this appeal with decision-makers you are already in contact with. Help sustain the work behind this appeal. Strengthen children’s voices with your expertise. Propose your own step. Voices will then compile the responses they receive into a single package and submit them where there is a mandate to act: to UN mechanisms, to parliaments and governments that make decisions on sanctions, and to institutions investigating war crimes. Read the full chronicle
Davide Rambaldi
To recognize ECDAN's 10th anniversary, celebrate achievements, and reignite commitment to collective action in the years to come, partners gathered for an in-person anniversary event in Washington, DC. A publication and video were launched at the event. The post ECDAN Celebrates 10 Years of Impact appeared first on ECDAN.
ECDAN
Children with developmental disabilities remain among the most underserved globally, with significant delays in early identification and access to care. In Kenya, limited capacity in the frontline workforce further disrupts the timely recognition and management of DDs. This study evaluated the impact of a multi-cadre capacity-strengthening training intervention on the knowledge and practice of healthcare workers (HCWs) and community support workers (CSWs) (including community health promoters, teachers, and caregivers of children with disabilities) to improve early identification, assessment, care, and referral of children with DDs in Kenya. We conducted a sequential mixed-methods study and collected data between 2023 and 2025. Quantitative measures included sociodemographic surveys for all participants (CSWs and HCWs) and pre- and post-knowledge assessments using a 15-item Mental Health Gap Action Programme Intervention Guide (mhGAP-IG)-based questionnaire administered only to HCWs participating in the training. Qualitative data were obtained through focus group discussions with CSWs (n=5, 58 participants) and HCWs (n=5, 48 participants) to explore training experiences, perceived skill gains, and implementation experiences. Quantitative analysis used descriptive statistics and Wilcoxon signed-rank tests, while qualitative data were analysed thematically. A total of 321 frontline providers were trained. Ninety-seven HCWs from 25 public health facilities received DDs training based on the WHO mhGAP-IG module, while 224 CSWs received a DD-focused co-designed training on community-based early identification and referral. Among HCWs with pre-post assessments (n=70), knowledge scores improved significantly (mean change: +0.86, p < 0.001), and the proportion scoring ≥12 increased from 51% to 75%. Qualitative findings post-implementation indicated strengthened capacity in developmental milestone assessment, identification of DDs, and improved referral across the community, facility and other related sectors. Both cadres reported improved confidence in addressing myths and misconceptions related to DDs, coordinated teamwork, and improved caregiver engagement during assessment, and referrals driven by improved provider confidence and more supportive communication following the training. Increased workload, limited time for assessments, and limited resources were reported as challenges. This evaluation of a multi-cadre training model demonstrated improved knowledge, skills, and confidence among CSWs and HCWs, improving early identification, care, and referral practices for children with DDs. Sustaining these gains will require ongoing supervision, integration into routine workflows, strengthened referral systems, and continued investment in frontline workforce development within primary care settings.
Mkubwa B, Abubakar A, Washington-Nortey M et al.
OBJECTIVE: This study examined the relationships among parental involvement, teacher-student relationships, child/adolescent social support, self-regulated learning, and behavioural outcomes (strengths and difficulties) among Malaysian gifted students. Specifically, the study investigated whether teacher-student relationships mediate the relationship between parental involvement and student outcomes and whether child/adolescent social support moderates the relationship between parental involvement and self-regulated learning and behavioural outcomes. METHODOLOGY: A total of 308 gifted students aged 10–17 years participated in this study, including 152 males and 156 females. Participants were enrolled in a Malaysian residential programme for gifted students. Data were analysed using correlation, mediation, and moderation analyses through the PROCESS macro. FINDINGS: The results indicated that parental involvement was positively associated with self-regulated learning and behavioural outcomes. Teacher-student relationships partially mediated the relationship between parental involvement and behavioural outcomes but did not mediate the relationship between parental involvement and self-regulated learning. Child/adolescent social support was positively related to self-regulated learning; however, its moderating effect on the relationship between parental involvement and student outcomes was limited. CONCLUSION: These findings highlight the complex interplay of family, school, and social factors in shaping the academic and behavioural development of gifted students. The study provides insights for educators and parents in fostering balanced parental engagement and supportive learning environments to promote the holistic development of gifted learners.
Hutagalung FD, Eva N, Zaid SM et al.
Background Whole-school physical activity (WSPA) approaches are recognised globally as a key investment for increasing children's activity levels. Their success depends on translating national policy into effective school practices through systems-level thinking and multi-stakeholder collaboration. This study aimed to use an experience-based co-design process to produce and prioritise future directions for WSPA policy, practice and research by engaging international stakeholders to identify key roles, needs, and actionable recommendations. Methods The co-design process took place during a two-day international conference on Whole-School Physical Activity (#WSPA2024). Adopting a design thinking approach, 152 international stakeholders representing 16 countries engaged in two co-design workshops. Participants included professionals representing the policy (n = 64), practice (n = 26), or research (n = 62) sectors. Participants undertook tasks in either same stakeholder or mixed stakeholder groupings to explore and prioritise future needs for policy, practice, and research related to WSPA. All discussions were audio recorded, transcribed verbatim, and analysed using inductive thematic and content analysis. Prioritised actions were synthesised and recommendations to support the future of WSPA were drafted. Stakeholders reviewed the drafted recommendations and proposed modifications using an online questionnaire. Results Twenty-four recommendations (10 for policymakers, eight for practitioners, and six for researchers) to prioritise and plan for WSPA were developed. These are represented by six interlinked themes reflecting conditions for change: systems thinking, partner engagement and collaboration, equity and inclusion, evidence-based and action orientated, knowledge mobilisation, support and capacity building. Conclusions WSPA approaches should be viewed as a long-term systems change agenda requiring aligned policy, adaptable practice, and innovative research. The WSPA recommendations provide a platform for multi-sector collaboration, co-production, and investment in scalable, context-sensitive solutions.
Chalkley A, Helme Z, Silva E et al.
Background/objective Children born during England's COVID-19 lockdowns experienced markedly limited social exposure during a crucial developmental window. Given the importance of early interactions in shaping language, executive function and motor skills, this observational cross-sectional study examined developmental outcomes at age 4. Methods 205 children born in lockdown were assessed using standardised measures with published prepandemic norms: expressive vocabulary, expressive language and receptive language (Expressive Vocabulary, Word Structure and Sentence Structure subtests of the Clinical Evaluation of Language Fundamentals Preschool-second UK edition); receptive vocabulary (British Picture Vocabulary Scale, third edition); executive function (Global Executive Composite (GEC) and Emergent Metacognition Index (EMI) subscales of the Behaviour Rating Inventory of Executive Function-Preschool); motor skills (Motor Skills subscale from the Vineland Adaptive Behaviour Scales) and non-verbal reasoning (Matrices subtest from the British Ability Scales-3). Analyses (n=189-205) compared scores against prepandemic normative expectations and a within-sample benchmark of non-verbal reasoning to assess strengths and weaknesses against general cognitive development. Results Compared with normative expectations, Sentence Structure (d=0.59), Expressive Vocabulary (d=0.24), receptive vocabulary (d=0.47) and Matrices (d=0.42) were significantly higher than expected for age. Caregiver-reported executive function was notably lower (GEC, d=-0.46; EMI, d=-0.36), while Word Structure (d=0.01) and Motor Skills (d=0.09) showed no differences. Benchmarked against non-verbal reasoning, Word Structure (d=-0.35), Expressive Vocabulary (d=-0.22), executive function (GEC, d=-0.72; EMI, d=-0.63) and Motor Skills (d=-0.33) were lower than cognitive potential. Sentence Structure (d=0.08) and receptive vocabulary (d=-0.01) were consistent with non-verbal reasoning. Conclusions Caregiver-reported executive function was the most noteworthy area of concern for children born in lockdown. Expressive language and motor skills were lower than a benchmark of non-verbal reasoning, suggesting some impacts in relation to cognitive potential. This may lead to educational vulnerabilities and additional support needs in classrooms. Overall, these findings offer valuable early insight into postpandemic developmental impacts and underscore the urgent need for responsive educational policy and targeted support for those now in schooling.
Botting N, Del Rosario C, Flynn J et al.