We provide an overview of transnational non-state actors and their agency that shape today’s out-of-home childcare around the world, specifically institutional residential childcare. Based on existing studies and desktop research, we reveal a broad range of complexly inter-related for-profit and non-profit actors promoting diverse, often conflicting policies and practices – with ambiguous implications for children in care. We focus on secular and faith-based international non-governmental organisations, transnational companies, private regulators, and individuals. Many of them promote family- and community-based care, yet many others support orphanages and other forms of institutional care. The growing number of transnational actors in residential childcare, the emergence of private regulatory frameworks, the advance of market-based, for-profit players, and the involvement of well-resourced religious communities make the future of child institutionalisation uncertain. We discuss how this transnational agency compares with other policy fields and propose directions for future investigations of how transnationalism impacts children in care.

This article presents a brief scoping review of the literature on the educational outcomes of care experienced children and young people in Australia published since 2010. The review also examines key educational issues and the impact of being in care on the educational experience of children and young people. Twenty-five papers were selected for review, key information extracted and recurrent themes noted. Themes include stigma and low expectations, school disruption and absenteeism, issues within the care and education systems and the importance of good relationships with supportive adults. The review found that young people in care often experience much worse educational outcomes than their peers. Conclusions and recommendations include reforming the care and education systems, focussing workers on building strong supportive relationships with young people, helping them to build resilience and prioritising education. Further targeted research is also recommended.

The question in the title is addressed by exploring the challenges inherent in providing care for children who are unable to live with their birth families. It is argued that failure to interrogate the assumptions underlying traditional foster care and take account of changes in family structure and socioeconomic circumstances has created a situation in which children in care and their care givers are being set up to fail. Changes needed to address this are outlined.

This paper explores the debates surrounding out-of-home care for children who are unable to live with their birth parents and become looked after by the state in England. The historical context for the provision of out-of-home care is considered. Themes, including the use of residential care, foster care, adoption and placements of children from Black and minority ethnic children, are identified. These themes are re-examined in light of the current political and policy context, including the impact of globalisation. The paper concludes some reflections on future trends.

This paper identifies a sizeable group of vulnerable children who suffer discrimination and under-achievement on a daily basis in Australia, with particular attention to NSW out-of-home care (OOHC) practices. The purpose of the paper is to highlight the gaps in services specifically relating to the education of children in OOHC, care leavers and young carers. The paper identifies the extent of the issue, the ways that OOHC children suffer discrimination and possible solutions. As OOHC children are not a specific equity group targeted for support by governments, their identity, numbers, problems and issues are not recorded or singled out for specialist support. The paper recognises that further research is required, but offers some ways forward giving examples of widening participation in education. However, it comes to the conclusion that OOHC children are not given a “Fair go”.

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of social pedagogy, but that in countries where social pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of social pedagogy into the UK.

Liz Mackenzie's involvement with family therapy began in 1978 at the Psychiatry Department of the Adelaide Children's Hospital. She contrasts the field then and now, naming some of the dysfunctional facets of family therapy. She became manager of a specialist foster/residential program in the non-government sector, definitely the most difficult, extending and satisfying period in her working life. In 2007, she is back where it began for her, in the (renamed) Women's and Children's Hospital, working in a Child and Adolescent Community Health team