The study ”Struggling to Survive” identifies and deepens the understanding of informal practices used, and experiences of, unaccompanied and separated migrant children during the course of their migration journey.

This compilation contributes to the implementation of the objectives of the Action Plan on protecting refugee and migrant children in Europe, adopted by the Committee of Ministers of the Council of Europe, by bringing together international and European standards on child-friendly practices in the context of migration with illustrations from practice of the kind of initiatives, programmes and procedures that serve to implement these standards.

This article presents a critical review of research into post-adoption support in educational settings using a rigorous systematic methodology.

This document provides a guide to looked after children statistics published by the UK Department for Education.

In this episode of Our World from BBC News, film maker Kate Blewett examines what's happened to the children she met in Mogilino, Bulgaria in 2007 and reveals the reality of life for children in some of the new Group Homes.

The authors of this study investigated incidence of secondary traumatic stress (STS) and psychological predictors relevant to secondary and primary stress appraisal in UK foster carers.

According to this article from Info Migrants, the Greek Prime Minister Kyriakos Mitsotakis has announced a new scheme designed to protect unaccompanied migrant minors who have arrived in Greece.

In this study, executive functions were examined in post-institutionalized children adopted into Spanish families from Russian institutions.

Cross-sectional analysis by the Scottish Government show that the educational outcomes for looked after children are much poorer than for other children in Scotland. This presentation will discuss methods to create a longitudinal data set from these data and thus infer how a child’s lifetime history of care relates to their educational outcomes.

The first aim of this study was to investigate foster children’s social-emotional functioning (externalizing, internalizing and total problem behavior) reported by female and male caregivers, as well as by teachers, at 8 years of age, as compared with a non-foster group. The second aim was to investigate the predictive power of internalizing and externalizing behavior from age 2 and 3 years.