Cracks in the System is a new report from Lumos that is the first of its kind to systematically explore the links between institutional care and child trafficking in Europe.

"Foster care [in the UK] is in a “state of emergency” as the number of referrals rockets while the number of people looking to take children in has halved during the coronavirus pandemic," according to this article from the Independent.

In this commentary piece, Anne Longfield, Children’s Commissioner for England, explores the use of children's care homes in England and the need for improved supports to prevent placement in children's home and to provide for the needs of children and young people who are placed in these homes.

This article from the Atlantic tells the story of Izidor, and others, who grew up in institutional care in Romania and the impact that has had on them as adults.

This collection of guidance from the UK Department for Education lays out what local authority children’s services need to do during the coronavirus (COVID-19) outbreak.

A recent study from Wales has found that "pregnant women who are at risk of their babies being removed from their care in the first year of life are far more likely to have had mental health problems compared with other expectant mothers," says this article from the Guardian.

This guidance explains the strategy for infection prevention and control, including the specific circumstances PPE should be used, to enable safe working in education, childcare and children’s social care settings in England during the coronavirus (COVID-19) outbreak.

This article explores the significant emotional and physical health needs of unaccompanied asylum-seeking children in the European Union, recommending a stepwise approach to delivery of services so as not to overwhelm them.

In this webinar, a panel including persons with disabilities and experts in disaster management, human rights and service provision discuss the need for “emergency deinstitutionalisation” of persons with disabilities and how this could be achieved.

Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution.