Building on an earlier pilot study where foster carers of young children saw education as something that largely happens outside the home, this paper presents a knowledge exchange project that aimed to build foster carers' self‐concept as educators.

This guidance is to support the management of children and young people living in children's homes, residential special schools and colleges, and other residential facilities during the COVID-19 crisis.

This paper offers some insight into the benefits, impacts and challenges of the ‘creative mentor’ role. It links to a social pedagogy framework, supporting practice, and draws on creative mentors’ work with children and young people living in care. It aims to inform professionals and teams around a child about the transforming nature of working with creativity – beyond the obvious external experiences.

For this study, one hundred and twenty‐six 11–21 year olds (53 who had experience of the care system and 73 who did not) were recruited from the community and NHS. All participants had self‐harmed in the past 6 months. Participants completed an Audio Computer‐Assisted Self‐interview (ACASI) regarding their views about the support they had received, how helpful it was, and what further help they felt they needed.

In the present study, six unaccompanied asylum‐seeking minors (UASMs) were interviewed and interpretative phenomenological analysis (IPA) was used as a methodology to analyse the data.

This research aimed to construct an explanatory theory of how residential staff make sense of, and use, attachment theory in practice.

In this piece for the Guardian, an anonymous foster carer writes about their experience caring for an unaccompanied asylum-seeking child (UASC) in the UK.

This independent evaluation found that the Pause Programme - which supports local practices to deliver relationship-based support to women who have experienced removal of at least one child and are judged to be at risk of further removals of children - is effective in making a positive difference in women’s lives, improving their relationships with children, reducing rates of infant care entry in local areas and delivering cost savings for local areas.

This report presents the findings from a study of the organisational and institutional context of statutory children’s social care (CSC) in England and its contribution to inequalities in provision.

This report presents findings from an independent analysis of the responses to a public consultation issued by the Scottish Government in September 2019, which invited views on its specific proposals for the establishment of a statutory financial redress scheme for victims / survivors of abuse in care.