This study aimed to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils.

The study substantiates the organizational, psychological, pedagogical and socio-legal principles of creating a safe educational environment for children deprived of parental care, providing the proper conditions for their socialization, harmonious physical, mental, moral and volitional, and spiritual development.

The purpose of this study was to investigate the use of sleep medication and concomitant psychotropic medication in children and adolescents placed under residential care (RC) in Norway.

The objective of this study was to compare the effects of poverty and physical neglect on the development of problematic externalizing and internalizing behaviors, adaptive skills, and school problems among school children between the ages of 3 and 12.

This qualitative study has used ten focus groups with foster carers, eight interviews with mothers, and nine interviews with supervising social workers, to inform the development of an online learning resource and a social media-based peer support network for parent-and-child foster carers.

A new study examining data on almost half a million children in the UK who began school in September 2005, found that of the 6,240 children who entered the care system during their school years, 83% required additional special educational needs (SEN) support, according to this article from the Guardian.

This editorial piece from the Guardian calls on the UK government to conduct a review of the care system, as promised in the Conservatives’ manifesto.

The current randomized controlled trial examined the effectiveness of Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline in Foster Care (VIPP-FC) on parenting behavior and attitudes in foster parents.

Using Swedish longitudinal registry data for a national cohort sample of siblings, in which some were placed in foster care and others remained in their birth parents’ care, this study asks whether long-term foster care ensures improved life chances.

Inspired by Merton and Barber’s sociological theory on ambivalence, this article analyses ‘co-parenting’ between foster parents and birth parents as prototypes of ambivalent relationships; that is, relationships based on incompatible role requirements.