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This Lumos working paper examines the relationship between education and institutional care and the fact that many children – especially those who are most vulnerable – can only access education in residential settings, settings which share similar harmful characteristics with institutional care settings.
The study sought the socio-economic supports available for the high school adolescent girl learners from child-headed families (CHFs).
This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children.
This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice.
This study explored Orphans Rights in accessing the educational support in selected public secondary schools in Lusaka district.
This report summarizes the main findings of the High-Level Session on ‘Advancing the Early Childhood Agenda: High Level Session towards a Global Partnership Strategy’, organized by UNESCO.
This brief resource from Who Cares? Scotland explores barriers to graduation for care-experienced young people, including moving placement, lack of space or equipment to study, challenges with mental health, finances, and housing, to name a few.
This study examines whether former foster youth are more likely to stop out of a 4-year university than low-income, first-generation students who did not experience out-of-home care.
The study sought to reveal socio-psychological factors of successful integration of institutionalized adolescents into mainstream schools.
This paper examines the effects of Human Rights Education (HRE) on youth in the impoverished community of Trevo in Mozambique, particularly orphans and vulnerable youth.