This study of children in residential care in Pakistan finds that perceived institutional neglect is strongly linked to attachment insecurity, emotional dysregulation, and conduct problems, with attachment insecurity acting as a key mediating factor. The study highlights the importance of enhanced caregiver training, emotional support mechanisms, and the establishment of nurturing and stable environments within residential institutions to promote children’s psychological well-being and social adjustment.

This study explores how minors in out-of-family care in Belgium experience placements and what improvements they recommend, based on interviews with youth in residential facilities. It finds that placements are often confusing and disruptive, and emphasizes the need for more child-centered, developmentally appropriate care that addresses both emotional needs and everyday living conditions.

This study explores how children and youth in residential care in Australia understand the concept of “home,” finding it is often defined by the absence of harm but marked by gaps in security, control, relationships, and belonging. It concludes that institutional structures and staff instability limit meaningful experiences of home, highlighting the need for more consistent, relational, and youth-centered care environments.

This phenomenological study explores the lived experiences of five houseparents in a residential care facility in Bukidnon, Philippines, highlighting their critical role in providing emotional support and stability while navigating significant emotional labor and institutional challenges. The findings reveal themes of adaptation, caregiving rewards, coping strategies, and personal transformation, underscoring the need for stronger institutional support, training, and culturally responsive interventions to improve both caregiver well-being and quality of care for children.

This study of adolescents in residential care in Portugal found that perceptions of psychological adjustment differ significantly between adolescents and their caregivers, with adolescents consistently reporting more emotional, behavioral, and peer-related difficulties. The findings highlight low agreement between informants and emphasize the need for multi-informant, developmentally sensitive assessments, greater inclusion of adolescents’ perspectives, and improved caregiver training and tailored mental health support.

This study compares posttraumatic stress disorder (PTSD) outcomes among adolescents affected by an earthquake, finding that those in residential care experienced more persistent symptoms and higher psychiatric comorbidities than peers living with families. It highlights the role of prior adversity—particularly physical neglect—as a key predictor of PTSD and underscores the need for further research to better support vulnerable children in care after disasters.

This study examines the physical and psychological well-being of children and adolescents in residential care facilities in Mexico, addressing a major gap in systematic data. It finds that well-being levels are often below desired standards and that institutional responses only partially meet child protection principles, highlighting the need for improved practices, training, and coordination.

This study systematically reviews qualitative research on how children in residential care perceive and experience safety, analysing nine studies to identify core dimensions of feeling safe. Findings reveal that safety is multifaceted and relational, encompassing violence and harm, relationships, structural conditions, and spaces, with children actively employing strategies to enhance their sense of security.

This study explores how children living in children’s homes in Luxembourg experience their daily lives, revealing that while many feel sad or worried, they also demonstrate resilience and the ability to find joy. The findings highlight that children feel better when adults listen and take them seriously, and that additional support with school and caring relationships can improve their well-being.

This study examines the educational experiences of children in Charitable Children's Institutions (CCIs) in Kenya, highlighting how institutional care often fills gaps left by inadequate education and other services in contexts of poverty. Findings reveal that children in CCIs face marginalization, stigma, and disrupted learning, while promising interventions include cross-sector partnerships, safeguarding training, and transitioning CCIs toward community-based support within national care reform.