This study investigated the experiences of the cohort of young people from Wales receiving secure orders between 1 April 2016 and 31 March 2018.

This article shall base its findings on literature review and the professional experiences of the authors deriving from practice observations of the child protection systems in the UK and Zimbabwe.

This thesis is concerned with the overrepresentation of black and minority ethnic (BME) children and looked after children, in the youth justice system in general and the secure state in particular, in England and Wales.

This study explores the social work role with children in long-term care, focusing on how relationships between children and social workers can support wellbeing.

This article is written as part of the FORUM project (FOR Unaccompanied Minors: transfer of knowledge for professionals to increase foster care), an EU funded project which sought to enhance the capacity of professionals to provide quality foster care for unaccompanied migrant children, primarily through the transfer of knowledge. The article aims to contribute to this transfer of knowledge by bringing together literature which is of relevance to professionals developing or enhancing foster care services for unaccompanied migrant children.

There have long been doubts within social work about the viability of reconciling participatory practice with the statutory power that comes hand-in-hand with child protection work. This book explores this issue by proposing an original theory of children’s participation within statutory child protection interventions. It prioritises children’s voices through presentation of a wide collection of children’s experiences of the UK child protection system including three unique in-depth accounts.

To support innovation in addressing adverse childhood experiences (ACEs), the authors have undertaken a review of evidence on common approaches to prevent ACEs and/or mitigate their negative impacts in Wales.

When children are adopted from the care system staying in touch with members of their birth families must be considered.This research paper draws on the English experience.

By age 16 the attainment of most children in or on the edge of out of home care has fallen well behind the average for their age. This paper uses the English National Pupil Database to examine how much of this falling behind occurs before the age 7, and how any subsequent decline relates to time in care as against time outside it.

Attachment theory has been adopted in several educational districts (‘local authorities’) in England, and this study reports on an evaluative mixed-methods research study of such training; it also theorises this as a broader question about how schools engage with research.