Mitigating the adverse physical health risks associated with COVID-19 has been a priority of public health incentives. Less attention has been placed on understanding the psychological factors related to the global pandemic, especially among vulnerable populations. This qualitative study sought to understand the experiences of children and adolescents during COVID-19. This study interviewed 48 families during the COVID-19 pandemic restrictions, and a national lockdown, to understand its impacts. The study used an Interpretative Phenomenological Analysis (IPA) methodology. Parents and children discussed the negative impact of the restrictions on young people’s wellbeing. Children and adolescents experienced adverse mental health effects, including feelings of social isolation, depression, anxiety, and increases in maladaptive behaviour. Families with children with Autism Spectrum Disorders reported increased mental health difficulties during this period mostly due to changes to routine. The findings highlight the impact of severe restrictions on vulnerable populations’ wellbeing and mental health outcomes, including children, adolescents, and those with Autism spectrum disorder (ASD).

In the two decades since the establishment of the 2030 Agenda, the world has faced significant challenges to achieve the 17 Sustainable Development Goals (SDGs). Before COVID-19, the SDGs were not on track to be achieved, and disruptions in implementation resulting from the pandemic have had significant effects, turning back years of progress. The pandemic has highlighted the essential nature of digital technologies in advancing the SDGs, continuing education, including higher education, social, and commercial activities, as well as enabling people to participate in society, democracy, and the economy during crises. As humanity enters this new period and begins to reset after the ‘great pause’, it is imperative to reconsider how the digital revolution has affected progress, especially in realizing the SDGs. Digital inclusion and connectivity inform and are essential to achieve all of the Goals. This article builds on the Just Digital Ethical Framework conceptualized by the authors in O’Sullivan et al. published in Nature Communications, which argues that four strategic drivers (digital capabilities, technology, infrastructure, and governance) are imperative to complete all of the 17 SDGs. It takes the Just Digital Ethical Framework to the next critical step, in which there needs to be a new SDG dedicated to these four drivers. This article is an exploratory study that uses a systems thinking approach and presents an 18th SDG called Digital Connection. Digital Connection focuses on the equitable distribution of digital wealth guided by the drivers. Understanding the relationship between these drivers and how they operate, where they are used, the pace of change, and systems’ ability to adapt are essential for sustainable development and to address the challenges that face society equitably and fairly.

Before the COVID‐19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re‐evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision‐making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty‐first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.

Despite significant recent growth in the Science, Technology, Engineering and Mathematics (STEM) fields, disadvantaged groups continue to face systematic barriers in accessing STEM education opportunities. In response, a wide range of K–12 STEM interventions have emerged to address these inequities. This rapid review synthesises evidence from ten empirical studies to identify effective strategies for engaging students from disadvantaged backgrounds, with attention given to programme implementation, student outcomes and equity‐focused considerations. The results indicate that common implementation strategies included a focus on settings, duration and design; all of which were associated with increased STEM aspirations or participation in disadvantaged learners. Additionally, equity considerations included mentorship components, provision of resources, early intervention, wayfinding, alternative teaching approaches, intersectionality, and cultural relevance and situated learning. These findings are discussed through the lens of the UNESCO (2017) ecological framework, showcasing the multifaceted approaches used to support and uplift disadvantaged groups. Future STEM interventions should acknowledge the complex identities these students hold. Implications for practice and future research are discussed, with collaborative development with target populations and longitudinal research being recommended. Ultimately, this review expands the discussion in this area, particularly in relation to equitable solutions to the disparities in STEM education and the workforce, and provides actionable insights for educators, policymakers and programme designers. Context and implications: Rationale for this study: Persistent inequalities limit disadvantaged students' access to STEM education. This study synthesises evidence on STEM interventions to identify which approaches most effectively support equitable STEM participation. Why the new findings matter: These findings deepen understanding of how STEM interventions support disadvantaged learners by identifying implementation strategies that enhance aspiration and participation, while highlighting equity considerations. Implications for policymakers, practitioners, the public and researchers: Practitioners can use these insights to design equity‐centred STEM interventions. Policymakers should prioritise sustained investment in programmes addressing structural disadvantage. Researchers are encouraged to conduct longitudinal, intersectional evaluations to assess lasting impact. Funders can support evidence‐based models that widen participation and strengthen future STEM workforce diversity.