This study explored the scholastic performance of orphaned learners aged eight to ten from ten public primary schools in Mankweng Circuit of Limpopo Province, South Africa, utilizing quantitative and qualitative methods that included semi structured interviews, observations and questionnaires.

The South African Child Gauge® is published annually by the Children’s Institute, University of Cape Town, to monitor progress towards realising children’s rights. This issue focuses on children and the Sustainable Development Goals. 

As part of NOVA's look at childhood education, Dr. Charles Nelson came to this Boston Cafe Sci to share his research on the effects of early profound adversity on child and brain development.

This report identifies key communications challenges faced by experts and advocates as they seek to elevate support for public policies that will best serve the developmental needs of all children in South Africa.

This paper explores the ways that developmental science can inform and strengthen the child welfare system to better support the children, families, and communities it serves. 

In this National Action Plan for Child Well-Being, Uganda spells out goals, plans, and actions it needs to take to improve child well-being in Uganda.   The document points out that 62 percent of persons living in poverty are children.  It notes that 33 percent of children under 5 are stunted, and it further states that only 37 percent of children make it to secondary education. 

This paper presents findings from a doctoral project that explored the experiences of young people growing up in foster care in the United Kingdom.

The present study focused on whether parenting and family factors explain variance in cognitive and linguistic catch-up in children adopted internationally.

This study describes natural mentoring among preadolescent children placed in out-of-home care and examines the association between natural mentoring and demographic, maltreatment, placement, and psychosocial characteristics.

This paper from the U.S. National Academy of Medicine argues the importance of investment in early childhood development and serves as a call to action “to close the gap between what is known and what is done to support the development of children globally and, in turn, sustainable progress for communities and nations.”