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.