The purpose of this study was to explore early adulthood education and employment trajectories among young adults who experienced out-of-home care during childhood and to examine how various care history factors predict these trajectories.

This webinar - presented by the Kenya Society of Care Leavers (KESCA), the Uganda Care Leavers (UCL), The Better Care Network and Changing the Way We Care - offered policy makers, practitioners, advocates and careleavers a unique opportunity to listen and learn from two leaders of careleaver associations who highlighted two recent documents that illustrate the careleaver experience within and outside of care.

This chapter from 'Families in Motion: Ebbing and Flowing through Space and Time' explores an overlooked theme across the literature: capturing the experience of childhood family disruption and transitional flux between foster family homes and the independent sensemaking into the present of young care-experienced parents.

The literature examining reunification for American Indian children reveals mixed findings regarding racial differences. Studies that isolate the impact of race on reunification while controlling for other covariates are needed, and this study fills that gap.

This exploratory study gathered perspectives from legal professionals regarding the challenges faced by youths in out of home care and their families and necessary supports to promote successful reunification.

The authors of this study use life course theory to explore the role of agency in shaping the educational pathways of 18 Irish adults (aged 24–36 years) with care experience.

The current study examines social networks and utilization of social support among young people ages 18 to 25 from one southeastern state in the US who had aged out of care or were in extended foster care.

This article considers the application of Communities of Practice theory to understand transition into, through and out of care, arguing that a sense of belonging and identity emerges from participation in supportive communities. The authors consider the influence of community on looked after children and care leavers’ sense of identity, engagement and well-being in transition.

This article from the Vulnerable Children and Youth Studies journal presents lessons learned from a RISE Learning Network learning project focused on monitoring (M&E Learning Project) and aimed to generate understanding of approaches and tools that could effectively monitor children and families’ reintegration outcomes. The mid- and end-term reviews of the M&E Learning Project have captured lessons learned on how practitioners can approach monitoring of reintegration to mainstream it into their programme cycle.

On Sept. 19, the Casey Foundation hosted a webinar sharing data and lessons from the first phase of Learn and Earn to Achieve Potential (LEAP)™, an effort to boost employment and educational opportunities for young people ages 15 to 25 who’ve experienced homelessness or been involved with public systems.