What innovations can address inequalities experienced by women and girls due to the COVID-19 pandemic across the different areas of life/domains: work, health, living standards, personal security, participation and education?

Extent of the evidence base

• 21 studies were identified: 7 reviews, 6 commentaries and 8 primary studies

• Limited evidence for the effectiveness of identified innovations in minority groups

• A lack of evaluation data for educational interventions

• A lack of evidence for cost-effectiveness of the identified interventions

• 14 additional articles were identified in the grey literature but not used to inform findings (apart from the Education domain, where there was a lack of peer-reviewed evidence).

Recency of the evidence base

• All studies were published in 2020-2021

Summary of findings

Some evidence supported interventions/innovations related to work:

• Permanent contracts, full-time hours, and national childcare programmes to increase income for women and thereby decrease the existing gender wage gap.

• More frequent use of online platforms in the presentation of professional work can reduce gender disparities due to time saved in travel away from home.

• Leadership in digital health companies could benefit from women developing gender-friendly technology that meets the health needs of women.

• Create authentic partnerships with black women and female-led organisations to reduce maternal morbidity and mortality (Bray & McLemore, 2021).

• Multi-dimensional care provided to women and their children experiencing homelessness.

• Specific training of social workers, psychologists and therapists to empower women to use coping strategies and utilise services to gain protection from abusive partners.

• Helplines, virtual safe spaces smart phone applications and online counselling to address issues of violence and abuse for women and girls.

• Use of online platforms to reduce gender disparities in the presentation of academic/professional work.

• Ensuring equal representation, including women and marginalised persons, in pandemic response and recovery planning and decision-making.

• Teacher training curricula development to empower teachers to understand and challenge gender stereotypes in learning environments.

• Education for girls to enable participation in STEM.

Policy Implications

This evidence can be used to map against existing policies to identify which are supported by the evidence, which are not in current policy and could be implemented and where further research/evaluation is needed.

Further research is needed to evaluate the effectiveness of educational innovations, the effectiveness of the innovations in minority groups and the social value gained from interventions to address gender inequalities.

Strength of Evidence

One systematic review on mobile interventions targeting common mental disorders among pregnant and postpartum women was rated as high quality (Saad et al., 2021). The overall confidence in the strength of evidence was rated as ‘low’ due to study designs. Searches did not include COVID specific resources or pre-prints. There may be additional interventions/innovations that have been implemented to reduce inequalities experienced by women and girls due to the COVID-19 pandemic but have not been evaluated or published in the literature and are therefore not included here.