This study used data from a large representative sample of child welfare investigations to answer the following research questions: 1) Do children with maltreatment histories and academic difficulties differ from those with maltreatment histories but no academic difficulties; and 2) Does the presence of academic difficulties influence ongoing child welfare services.

This paper presents the results from a Youth Lead Project on the voices and participation of children in state care in Ontario Canada.

This chapter explores the factors that are hidden behind the disproportionate numbers and considers the mental health impact of child removal on Black children, youth, and families in Ontario.

This study uses data from the provincially representative Ontario Incidence Study of Reported Child Abuse and Neglect (OIS-2013) to identify the characteristics of the alleged maltreatment, functioning concerns, caregiver risk factors, and socioeconomic conditions associated with the decision to provide ongoing child welfare services to adolescents and their families.

The aim of this paper is to describe findings from a survey which identified barriers and facilitators to collaboration between child welfare and adult mental health service providers.

The aim of the current study was to examine whether contact with CPS is associated with improved mental health outcomes among adult respondents who reported experiencing child abuse, after adjusting for sociodemographic factors and abuse severity. 

This report explores the over-representation of Indigenous and Black children in the child welfare system in Ontario.

Utilizing data from the Ontario Incidence study 2013, this paper examines what child, family and environmental characteristics workers paid attention to when making the determination that a child had experienced maltreatment.

A new resource has been developed to help Canadian educators meet the needs of immigrant and refugee youth in Canadian schools - including those who are unaccompanied or have been separated from their families - according to this article posted by Canadian non-profit, CERIC.

Bridging Two Worlds provides teachers, school administrators and counsellors in Canada with the knowledge and practical resources to deliver more informed and culturally responsive career development and guidance to newcomer and refugee youth from Kindergarten to Grade 12.