Comprised of videos and accompanying discussion guides, this video series features the learning from practitioners working across a range of care-related programs and practices in Kenya.

Through the two-year project ‘Leaving Care – An Integrated Approach to Capacity Building of Professionals and Young People’, SOS Children’s Villages, in collaboration with international project partners, aimed to train care professionals in how to apply a child rights-based approach in their work with young people leaving care and worked to strengthen support networks for young care leavers.

This report from SOS Children's Villages describes the Leaving Care Project, a project that was set up to develop and implement a state-of-the-art training programme for care professionals who work directly with young people leaving care in order to equip them with the skills, knowledge and tools they need to work with young people in transition.

This report looks at six crucial pathways that can not only help save lives and livelihoods but also lay the foundations for safer, healthier, more sustainable societies and a more promising future for children.

This brief from Save the Children describes how the COVID-19 pandemic has disrupted children's education in West and Central Africa and outlines recommendations for responding to the growing vulnerabilities of children in the region.

New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.

This guidance from the UK Department for Education outlines actions to be taken by educational providers - working together with other partners, where relevant, such as local authorities - to meet the needs of vulnerable children and young people during the COVID-19 pandemic.

This advice seeks to support staff working in schools, colleges and childcare settings, to care for children in the safest way possible, focusing on measures they can put in place to help limit risk of the virus spreading within education and childcare settings. 

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 study aims to develop a Korean out-of-home care satisfaction scale based on questions from the Foster Care Improvements Project.

This study aims to advance understanding of social workers’ perceptions of the circumstances necessitating and preventing the placement of children with disabilities (CwDs) in institutions.

In response to the ongoing call for a complex systems approach for understanding and informing child welfare practice and policy, this article presents a context-specific conceptual framework that combines complexity theory and network analysis.

This study aims to explore parents’ lived experiences of receiving child neglect allegations and how they make sense of these experiences.

The manner in which foster children present and the frightening feelings this may trigger can overwhelm the foster carers’ capacity to sustain a nurturing stance in relation to the children and jeopardise the placement. In this article, two case studies chart such a dynamic and show that if carers are able to reflect upon the painful and unwanted feelings evoked in them, and acknowledge and take responsibility for what has become enacted in the placement, there may be an opportunity for this harmful dynamic to be processed and repaired.

The current study employed Interpretative Phenomenological Analysis (IPA) to guide the analysis of semi-structured interviews with eight young people with a range of care experiences, looking at the topic of confiding in others.

This article summarises the Narrative Model and shows how it supports placement stability for children.

This article describes a major development in child care practice in Wales that has occurred over the past two years. The Adopting Together Service (ATS) involves a unique, innovative and multi-layered collaboration between the voluntary adoption agencies (VAAs – non-governmental charities) and regional adoption teams (statutory agencies) to secure permanence for children who wait the longest to find families.

This study explores how male unaccompanied migrant children’s interactions with child protection staff in Greece shape their future trajectories as migrants.

The objective of this study was to explore the effects of previous maltreatment on current self-representations (i.e., the attributes used to describe oneself) of youth in residential care and the moderating role of gender, age, number of previous placements and length of placement in residential care.

This research set out to capture the ways in which adaptations were made by UK local authorities in light of the COVID-19 pandemic. This report is based on the experiences of 15 local authority children’s social care (CSC) departments that volunteered to participate in the research and whose views were captured between late May and early June 2020.

This study aims at examining if processes proposed by self-determination theory (SDT) are supported in a foster care sample.

This study explored how youth and foster caregivers perceive new foster care environments and how cohesion and conflict within the foster care setting (i.e., traditional or group-care) may be impacting youths’ mental health.

The current exploratory study examined the associations of children’s attachment security, parental sensitivity, and child inhibitory control with reported and observed indiscriminate friendliness (IF) in 60 family-reared, never-institutionalized foster children.

This paper compares incidence data on Black and White families investigated by Ontario’s child welfare system over a 20-year period.

This study examined quality of care from the foster parent's perspective and associated characteristics.