For some children, additional help sought from specialists outside of school may be crucial for them to engage successfully with their education. How effectively educationalists and these professionals from a wider field interact will have a significant impact upon the support the child receives. This research set out to better understand…

Drawing on Bronfenbrenner's ecological systems theory (1992), we asked how certain resources contribute to family resilience in families of children with ASD: family quality of life (FQOL; family resources), sense of community and loneliness (informal resources), and family-centered support provided by the state (formal resources). One hundred and…

Purpose: The purpose of this paper is to present the findings from an evaluation of an intervention (Moving Parents and Children Together (M-PACT+)) aiming to address the effects of parental substance misuse (PSM) in school settings. The paper considers the evidence of effectiveness, and goes on to explore how schools were involved with the…

Latest research from the authors and their team at the University of Oxford has used administrative data, a survey of local authorities, and a series of case studies to paint a picture of what has happened to children's centres across England. The six case studies include Londonborough, Portcity, Shipcity, Rivershire, Midshire, and Northport.…

This paper presents findings from a study of family literacy provision in England and focuses on the effects of family literacy programmes on the home literacy environment. The fieldwork took place between September 2013 and December 2014 and involved 27 school-based programmes for pupils aged between 5 and 7, and their parents. The study used…

Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs -- in terms of health, culture, language, and learning -- involved in taking…

The mental health and well-being of young people and the accessibility of appropriate support is an increasingly salient matter in society. As mental health difficulties can disrupt education, providing pastoral care within education is mandatory within the UK, with established pathways for schools to seek specialist support from external…

Against the background of a European-wide strategy of governance aimed at improving support for parents and families, the following report details the conceptualization and evaluation of a federal state program in Baden-Württemberg (Germany) which was launched in 2008 to encourage family and parent education. Two program components, a voucher…

Research from the United Kingdom suggests that early childhood centres that operate from a multi or integrated service model, offering opportunities for parents to attend to a range of their needs and aspirations, increase the ability and the inclination of families to engage with their child's learning at the early childhood centre. Integrated…

This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004.…

This article discusses several aspects of language planning with respect to Sign Language of the Netherlands, or Nederlandse Gebarentaal (NGT). For nearly thirty years members of the Deaf community, the Dutch Deaf Council (Dovenschap) have been working together with researchers, several organizations in deaf education, and the organization of…

Can we imagine different ways of working together to secure better outcomes for children and families? What are the complex issues that underlie the apparently simple call for "joined-up" services? Children's services in many countries around the world are being transformed as part of the call for "joined-up working for joined-up…

This case study examined a joint assessment and allocation panel set up to inform local implementation of the UK Government's policy of integrating children's services, particularly the introduction of a Common Assessment Framework and the lead practitioner role. It brought together agencies serving one community. Professionals and parents agreed…

Extended schools have featured in a range of government policies, promoting integration between education, social services departments and health services, supported by children's trusts, to better meet the needs of children. Legislative changes, and developments such as the Common Assessment Framework (CAF) and the role of the lead professional,…

Reviews literature on how exemplary child care services in Europe, the United States, and selected Canadian provinces have been planned, organized, and coordinated with other child and family support services, and with education, recreation, and public health services. (JPB)