This project aimed to identify factors that might explain the ‘attainment gap’ for Children in Need (CIN) and Children in Care (CIC) in England.

This report describes the experiences of Truth Project participants who were sexually abused in custodial institutions in the UK between the 1950s and 2010s.

This article describes the empirical results of perspectives and experiences of 11 parents’ engagement in child protection assessment practice through in-depth semi-structured interviews in one county in North Estonia.

The purpose of this study was to test the effectiveness and feasibility of a brief trans diagnostic Acceptance and Commitment Therapy (ACT) group intervention for youth with comorbid problems in residential care.

This comment from the Lancet explores the impacts of the COVID-19 crisis on children in temporary accommodation in the UK.

This article contributes to the growing area of research appertaining to the use of mobile communication devices and the internet by children in care in order to maintain contact with family and friends. It is based on a triadic method of semi-structured interviews with 12 young people and their foster carers and social work practitioners.

Using an ethnographic approach including interviews, walks, observation and photomap making, this article reports on the findings from a unique pilot study of the social and educational lives of young foster children (aged 0‒4) in an inner London borough.

Using an ethnographic approach including interviews, walks, observation and photomap making, this article reports on the findings from a unique pilot study of the social and educational lives of young foster children (aged 0‒4) in an inner London borough.

The study reported here was undertaken as part of a children’s health needs assessment in an English local authority. It sought to understand why looked after children experience such high levels of poor mental health and make growing demands on therapeutic services.

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.