This briefing is the fifth in a series of evidence summaries on the impact of COVID-19 on the wellbeing of children and families in Scotland, drawing on wider UK and international research where appropriate.

This cross-national study compares and contrasts how two states- one in the U.S. (Illinois) and one in Spain (Catalonia)—support care leavers as they transition into adulthood.

This paper explores the research from a collaborative between Tusla, the Child and Family Agency and University College Cork (UCC) that had an overarching aim to reduce fostering instability, in relation to its contribution to supporting fostering stability.

This study consists of interviews with 22 children’s spokespersons in Norway. Study findings question whether children in care proceedings understand the invitation to voice their wishes as confined to matters relating to the proceedings.

This study builds upon and enhances existing knowledge by exploring the moderating role of social support from educators in residential care and the association between perceived rights and psychological difficulties.

This report sets out the findings from the most comprehensive study of attitudes towards bringing up children from conception to 5 years ever undertaken in the United Kingdom.

Informed by developmental perspectives that consider young people's development through participation across contexts in everyday life and by research into how parents in ‘ordinary’ families organize care, the authors of this article developed a study based on interviews with 15 unaccompanied refugee minors and their professional caregivers at residential care institutions.

The authors of this study conducted research with 234 care experienced university students in England and Wales to explore their experiences of the journey through care.

In this consultation,10 girls and 10 boys in Albania and Kosovo were interviewed and shared their views and experiences of the outbreak of COVID-19. Additionally, 515 girls and boys were surveyed to understand the impact of the pandemic on their lives.

This article, thanks to data collected by family associations, intends to investigate multiple intersectionality of students with adoptive background by highlighting the most important problems, the school’s and healthcare’s interventions to address those problems and the possible additional and complementary actions that can be put into place to encourage inclusion and integration of disabled students with adoptive and ethnically different backgrounds.