Using evidence from the evaluation of specialist foster care provision and a child sexual exploitation (CSE) training course for foster carers, this paper [from the Child & Family Social Work special issue on teenagers in foster care] considers how training might be used to widen the pool of potential foster carers for children affected by CSE and identifies qualities displayed by effective carers.

The aim of this article [from the Child & Family Social Work special issue on teenagers in foster care] is to account for and discuss support to young care leavers within the comparable welfare regimes of Norway and Sweden and to explore key differences between these 2 countries.

This special issue of the Child & Family Social Work journal focuses on teenagers in foster care. Articles and papers in this issue include:

In this article [from the Child & Family Social Work special issue on teenagers in foster care], the author reviews a range of theoretical and practical issues that are relevant to the foster care of teenagers.

This paper [from the Child & Family Social Work special issue on teenagers in foster care] reports findings from the first UK study into the experiences of unaccompanied asylum‐seeking young people in the UK, describing issues arising from initial assessment and preparation for fostering and the ways in which young people and foster carers adjusted to their lives together.

This paper offers a brief consideration of the internal and external factors impacting children and young people who have become in conflict with the law.

Peer support is a form of support where foster parents connect formally with other foster parents with experience who can provide knowledge, emotional and practical help. The purpose of the present study was to identify what the needs are of foster parents in that peer support role from the views of peer support volunteers themselves.

Based on field studies and in-depth interviews across rural and urban China, this book presents a socio-legal analysis of non-state organised care for some of China's most vulnerable children.

The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories.

This paper explores how the principle of linked lives can illuminate our understanding of how relationships positively influence the educational journeys of adults with care experience over time.