POST has published 20 COVID-19 Areas of Research Interest (ARIs) for the UK Parliament. ARIs were identified using the input of over 1,000 experts. They were then ranked in order of interest to UK Parliament research and select committee staff, following internal feedback. Each ARI comes with a series of questions aiming to further break down each broad area. The ARIs focus on the impacts of the global pandemic and range from economic recovery and growth, to surveillance and data collection, long-term mental health effects, education, vaccine development, and the NHS.

Over 350 experts have shared with us what they think the implications of the COVID-19 pandemic will be in the next 2 to 5 years. This work was done to inform the House of Lords COVID-19 Committee inquiry on Life beyond COVID, and is based on 366 expert responses. Areas of concern include work and employment, health and social care, research and development, society and community, the natural environment, education, arts, culture and sport, infrastructure and crime and justice.

A heat network provides heating and hot water to an apartment, commercial site or series of buildings close together. It can also provide cooling. There is interest in using them to help reduce greenhouse gas emissions from UK buildings. This POSTnote looks at the technology of heat networks and their sources of heat. It looks at considerations when building new networks. It also outlines a potential future market framework.

  • Work programme

    A POSTnote on digital skills for life will discuss the digital skills required for everyday life and employment, why parts of the population may lack these skills and which groups are most affected. It will consider the impact of the skills shortage on individuals and the economy as well as strategies to improve the population’s digital skills. Provisional start date: January 2021.

  • POSTnote

    Online technologies are an integral part of many children’s lives. In 2017, the Children’s Commissioner for England identified shortcomings in online safety education and a number of stakeholders have called for action to increase ‘digital literacy’ in the UK. Upcoming changes to the curriculum mean that aspects of online safety will be taught in all schools from 2020. This POSTnote gives an overview of how children use the internet and the opportunities and risks it presents. It provides an overview of current online safety teaching in schools and elsewhere and how this will be affected by changes in the curriculum. It also looks at the role of content filtering and age verification technologies to improve online safety.

  • POSTbrief

    This document builds on POST's previous publication, Topics of Interest 2018 (POSTbrief 27). The subjects are listed under under six category headings based on the drivers of change identified in POSTnote 500: demographic change and healthcare; social and cultural trends; geopolitical and governance challenges; environmental pressures and climate change; resource security and sustainability; and technological advance.

  • POSTnote

    Violent crime includes a range of offences, from assault to murder. It can be any action that intentionally inflicts (or threatens) physical or psychological damage. Over the past decade overall crime has decreased, and violent crime is down by 69% since 1995. However, homicides and crimes involving knives or sharp instruments have risen since 2014. This has been reflected in an increase in hospital admissions for assaults with knives or sharp instruments. Violent offences are disproportionately concentrated in metropolitan areas, such as London and cities in West Yorkshire, Greater Manchester and the West Midlands. This POSTnote outlines types and prevalence of violent crime. It describes risk factors associated with involvement as a victim or perpetrator of violent crime. It then presents evidence on the effectiveness of early interventions to counter these risk factors and prevent violent crime.

  • POSTnote

    Under the Paris Agreement, almost all governments worldwide have agreed to collectively limit global warming to 'well below' 2°C above pre-industrial temperatures, and to 'pursue efforts' to limit this warming to 1.5°C. However, there has been 1°C of warming to date, and current international pledges could result in 3°C or more. A 2018 UN Special Report examined how peak global warming could be limited to 1.5°C above pre-industrial temperatures, and the implications of doing so. This POSTnote outlines key messages from the UN Special Report, and UK responses to preventing and adapting to climate change.

  • POSTnote

    Weaknesses in the cyber security of internet-connected consumer devices can undermine the privacy and safety of individual users and can be used for large-scale cyber-attacks. This briefing looks at the cyber threats associated with consumer devices and their causes, as well as initiatives to improve device security, and the related challenges.

  • POSTnote

    The electricity system of Great Britain is becoming increasingly decentralised, with more complex patterns of power production, transportation and consumption. New types of ‘flexibility’ are being developed to facilitate and manage these changes. This POSTnote reviews ways of developing flexibility, as well as technical and economic barriers to doing so.

  • POSTnote

    A POSTnote that describes how working outside of daytime hours – shift work – affects physical and mental health and performance through its impact on sleep and circadian timing. It highlights the latest research, explains the implications for policy and how research can inform the design of interventions to improve shift workers' sleep and overall health.

  • POSTnote

    Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.