The thesis consists of four interrelated empirical studies that address different aspects of poor educational outcomes among children with out-of-home care (OHC) experience by means of analyses of longitudinal survey and register data, and evaluations of two interventions aimed at improving their basic academic skills.

This targeted literature review seeks to explore how to disrupt the routes between care and custody for girls and women, examining the over-representation of care experienced individuals in criminal justice settings.

This paper presents four case studies of participatory educational research in Africa, including the lived experiences of orphaned children and conceptions of education quality in South Africa.

This paper reviews related literature on the African extended family system and how it caters for orphans in their communities.

On November 20 and 21 Member States of the UN General Assembly participated in a High-level meeting on the occasion of the thirtieth anniversary of the adoption of the Convention on the Rights of the Child. During the general debate, number of delegates made reference to the theme of the 2019 UNGA Resolution in the Rights of the Child which focuses on children without parental care, the Anniversary of the Guidelines on the Alternative Care of Children, and work in support of children without parental care.

The main objective of this study is to analyze the level of agreement between young people in residential care (RC) and their care workers (who, in Spain, are called social educators, and who have a specific university degree).

Children who enter out-of-home care are at risk for trauma and behavioral problems, however the child welfare and behavioral health systems do not effectively communicate to provide evidenced-based treatment. This case study describes a project that addressed these concerns.

This descriptive policy analysis examines the position of infants’ rights in the family service orientated child welfare systems of Denmark, Finland, Norway and Sweden when being placed in out-of-home care.

This study examined family- and state child welfare system predictors of successful reunification in the United States, or reunification with no reentries into foster care.

For this study, a sample of youth in foster care was used to provide a new examination of the relation between child maltreatment exposure and internalizing symptoms, to test the possible moderating effects of both appraisals and spirituality, and examine differences between children and adolescents.

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.

This research examined the impact of individual and relational characteristics of foster parents on permanency outcomes for children in care.

The purpose of this study was to outline prerequisites for interventions aimed at school performance for children in foster care, related to those in normal population studies.

Using data from the U.S. National Youth in Transition Database (NYTD), combined with the Adoption and Foster Care Analysis Reporting System (AFCARS), the present study provides an analysis of the risk and protective factors contributing to homelessness among a nationwide sample of foster care youth at age 21, 29% of whom had experienced homelessness.

The objective of this study was to examine the utility of child protective services data in identifying predictors of placement disruption.

A strategy gaining traction to address the disproportionate representation of Aboriginal and Torres Strait Islander children in the statutory child protection system is to recruit more Indigenous practitioners into statutory child protection work. This paper reports on results from a recent doctoral study which explored the experiences of Indigenous child protection practitioners based in Queensland, Australia.

Adolescents who are involved with child welfare systems, either in foster care or under child welfare supervision, across Canada, disproportionately “cross-over” to youth criminal justice proceedings. This article critically considers disadvantages “cross-over” youths face under the Youth Criminal Justice Act (YCJA).

This study explores conceptions of the notion of unaccompanied minors (UM) in Senegal and analyzes the resources and coping mechanisms of these minors when confronted with migratory traumas.

This paper examines the causal effects of parents' migration on the education, physical, and mental health of left‐behind children aged 11 to 15 years in Romania, a country where increasingly more children have parents working abroad.

Using nationally representative monitoring data for migrant workers aged 15 to 59 years in China, this study sought to estimate the prevalence of left-behind children (LBC) in each province, and to examine risk factors being left behind at both the individual and provincial level.

This Australian longitudinal, qualitative study explored child protection worker perceptions and experiences of resilience to inform understandings of worker resilience, and implications for worker functioning and workforce retention.

The purpose of this study was to explore the experiences foster alumni college students (i.e., students who, as adolescents, were in foster care or other out-of-home conditions) considered pertinent during their first year in college.

This paper provides an overview of the principles of Trauma informed care, describing how service user experiences of adversity and/or trauma relate to the child welfare system in Northern Ireland and outlining international and national policy and practice developments in creating more Trauma informed child welfare systems.

The current study examines the relation between several individual characteristics of professionals in the Netherlands and their decisions about out-of-home placement in a multivariate model.

Since 2017, The Chronicle of Social Change has been working to build the first public resource on foster care capacity in the United States, through the Who Cares project which collects data directly from each state, and combines it with specially obtained federal reports. This executive summary provides and overview of methodology and findings of the Who Cares project for 2019.

This report from t he Williams Institute is a collection of working papers focused on understanding what we know and what we need to better understand about the lives and outcomes of system-involved youth who are both LGBTQ and racial/ethnic minorities, including those involved in the US child welfare system.

The main finding of this report from Disability Rights International (DRI) is that Bulgaria has replaced a system of large, old orphanages with newer, smaller buildings that are still operating as institutions.

This report reviews the government of Bangladesh’s progress to create the minimum conditions in law and policy needed to end violence against children.

This Review is aimed at examining the high rates of Aboriginal children and young people in out-of-home care (OOHC) in New South Wales (NSW), Australia and the implementation of the Aboriginal Child Placement Principle (ACPP) in this jurisdiction.

With this guide, the Global Initiative to End All Corporal Punishment of Children aims to support governments and civil society working to end violence against children through effective prohibition of corporal punishment.

This chapter from the book Education in Out-of-Home Care aims to (1) provide an overview of educational background and educational expectations of adolescents aging out of care in Brazil; (2) examine associations between educational background and extracurricular activity and placement characteristics; and (3) discuss the specificities of education in care for adolescents in Brazil as well as its similarities with other countries.

This chapter from the book Education in Out-of-Home Care reports on a qualitative doctoral study that investigated the experiences of New Zealand care leavers who went to university.

In this chapter from the book Education in Out-of-Home Care the authors explore their journeys to and through university and doctoral studies, drawing in the experiences of other care leavers who have gone to university and care leavers they have encountered through their research into this topic.

This chapter from the book Education in Out-of-Home Care describes trends in the secondary and postsecondary educational attainment of care-experienced young people in the California Youth Transitions to Adulthood Study (CalYOUTH), support they received to pursue their education, and the obstacles they have encountered along the way.

This conceptual chapter from the book Education in Out-of-Home Care argues that efforts to improve educational outcomes for care experienced young people need rethinking.

This chapter from the book Education in Out-of-Home Care assesses a pilot project aimed at improving the school-based learning of children in residential care in Austria, Croatia, France, Germany and Spain.

This chapter from the book Education in Out-of-Home Care examines a policy change to affect the overall ecology of youth villages (Israeli residential schools), aimed at emphasizing high school academic achievements as a key to future success.

To mark the occasion of the 30th anniversary of the Convention on the Rights on the Child (CRC), a three-day event was held at the UN in Geneva, Switzerland. During the Child Protection session, Becky Smith of Save the Children gave this presentation on Children Without Parental Care.

This study examines the Convention on the Rights of the Child (CRC) from the perspective of seven major religions, identifies the important role played by religious communities in advancing the rights and well-being of children over the past 30 years, seeks to identify the common values shared among different religions and the CRC and promotes continued action by religious communities to further implement the CRC in the future.

On 18 November 2019, a workshop led by International Social Service Switzerland and Child Rights Connect was held in Geneva to mark the 30th anniversary of the Convention on the Rights on the Child (CRC), the 10th anniversary of the UN Guidelines on the Alternative Care of Children, and the 5th anniversary of Optional Protocol on the CRC on a communications procedure.

This chapter from the book Education in Out-of-Home Care examines how far education and the school context meet the educational needs of out-of-home care children in Hong Kong from the perspective of inclusive education.

This chapter from the book Education in Out-of-Home Care reviews available evidence, drawing on a recent small-scale English research study to explore the potential of early education as an intervention for children in care.

In this chapter from the book Education in Out-of-Home Care the authors highlight ongoing legislative and policy challenges related to postsecondary education for care leavers.

This Chapter from the book Education in Out-of-Home Care reviews research and promising programs in the U.S. affecting the educational success of children in foster care.

This chapter from the book Education in Out-of-Home Care outlines the skills that are necessary for a successful start to formal schooling for children placed into out-of-home care (OHC).

This chapter from the book Education in Out-of-Home Care presents findings from a study of the educational progress of Out of Home Care (OHC) children in England.

This chapter from the book Education in Out-of-Home Care examines as case studies the Australian media coverage of final secondary results, juxtaposed with the experiences of several care-leavers currently attending a regional university, as gleaned from in-depth interviews and enrolment data-analysis. These accounts consistently affirm an array of systemic and cultural obstacles to the successful pursuit of their education.

This chapter from the book Education in Out-of-Home Care reviews the available research on issues related to early childhood education and care (ECEC) for children in foster care in Australia and reports findings on the ECEC experiences of 60 children aged 3 to 5 years from the Australian Early Childhood in Foster and Kinship Care study.

The present research from the book Education in Out-of-Home Care examined the question of possible gender effects of a tutoring program for children in foster care in Ontario, Canada, as well as several other questions of a practice-related nature, including the impact of implementation fidelity on the effectiveness of the tutoring program and the children’s and caregivers’ perception of the tutoring.