Vision statement three: Schools in Scotland must be ambitious for care experienced children and ensure they have all they need to thrive, recognising that they may experience difficulties associated with their life story.
Experience
What children and young people say
This section presents the evidence through an experience lens, focusing what education has felt like for care experienced children and young people since 2020 according to the materials reviewed. Click on the take me to navigation pane and jump to different sections here, including sources.
Education, for many children and young people in Scotland, continues to be a mix of experiences, where feelings of inclusion and support can be overshadowed by moments of feeling overwhelmed and disengaged. While positive relationships and tailored assistance foster hope, an absence of understanding and limited opportunities can make school feel pointless, highlighting the critical need for nurturing environments that empower young people to shape their own futures.
To see what changes Scotland is making and still has to make for the promise to be kept, click on the education route map in Plan 24-30. See more about the work of change across Scotland here.
- I get moved around and can't keep in touch with my friends.
- A teacher or member of staff who understood me has moved on, and I have no help coping or keeping in touch.
- I feel like I'm always getting blamed for things.
- It feels like I'm failing all the time.
- I feel like no one understands what I need.
- It feels like I'm always in trouble.
- I get excluded or can’t be in school as much, and it makes me feel worse.
- I feel like other pupils see me as different.
The materials reviewed show that disruption and a lack of understanding can create a strong sense of overwhelm. Care experienced children and young people expressed how exclusion and lack of understanding created feelings of failure and isolation. When they were blamed or excluded, they struggled to engage with education. Repeated moves both at home and at school made it very difficult to stay connected to their friends, who are described as a key source of stability and wellbeing for children and young people in the sources that were reviewed. The same applied to not being allowed to be in school all week like everyone else. It also made it harder for them to keep up with their studies, as they had so many additional things they were having to cope with. Having a key staff member (often a support worker, mentor or a favourite teacher) that had a good relationship with them, felt like a source of security and stability through times of change or other negative experiences. When this staff member moved on, or the relationship wasn't prioritised, this was a key stressor for children and young people.
- I feel like no one cares if I'm there or not.
- It feels like I'm just being pushed out.
- No one helps me work out what I am good at and what I want to do after school.
- Teachers focus only on my behaviour and not what I’m dealing with at home.
- I get stuck doing things that don’t matter to me.
- I don’t get the support or space I need to cope, especially with subjects I already struggle to care about.
- I feel like my voice doesn't count.
This work highlighted that a lack of attentive support from adults and limited opportunities created a sense of disillusionment amongst care experienced children and young people. When they felt like their voices were not heard or their needs were not met, they disengaged from education. Being pushed towards short-term vocational courses instead of encouraged to pursue their academic goals diminished their aspirations and sense of self-worth and belief. Without meaningful support and opportunities, school felt to some like a ‘holding pen’ until they turned 16 and could leave.
- I get to talk to someone who cares about me.
- It feels good when my teachers listen to me.
- I get help with things that are hard for me.
- I feel like I have a safe place to go when I'm stressed.
- It feels better when people believe in me.
- I get chances to learn what I'm good at.
Children and young people highlighted that supportive, caring relationships and consistent, tailored support helped them foster senses of hope and motivation. When teachers and mentors listened and provided encouragement, they felt valued and capable. Having access to safe spaces and individualised support helped them manage stress and overcome challenges. Opportunities to explore their interests and talents strengthened their motivation and enthusiasm for learning, and made it feel more meaningful.
- My teachers understand what I am going through.
- I get the right support for what I need.
- I feel like I belong, I can be myself and people care about me.
- I'm not singled out or treated as different.
- I have help making friends and keeping them.
The materials reviewed showed that experiences of inclusion created a sense of belonging and safety amongst care experienced children and young people. They expressed that when teachers understood their backgrounds, they felt supported and accepted. Knowing that their teachers were aware of their life experiences fostered a sense of security and allowed them to be themselves. It also meant that school could be a place that provided a sense of safety and stability when things were difficult and changing at home. Individualised support helped children and young people to thrive, when it was provided in ways that ensured they didn’t feel singled out, or different. This was important too, as many children and young people felt ‘othered’ or treated differently because of their care experience.
- I get to plan for my future.
- I know what my options are.
- I get help with training and apprenticeships.
- I feel like I can go to college or university.
- People around me believe I can succeed.
- I am supported to make my own choices.
Opportunities for growth and self-determination foster optimism in children and young people. When they had access to information and support for planning their future, they felt empowered to pursue their goals. Encouragement and belief from others instilled confidence and motivation. Being able to make their own choices about their education and career path created a sense of ownership, purpose and self-worth.
What this tells Scotland
This section draws together what the evidence shows about how experiences of education are felt by care experienced children and young people, and how they shape safety, belonging, engagement and hope. It is intended to be informative, helping to show why these experiences matter and why they should inform what happens next. The focus is on naming impact and consequence as described in the evidence, drawing attention to patterns that remain unresolved and where continued attention is needed.
Across the evidence, repeated changes have a destabilising effect on care experienced children and young people. Disruption to friendships and trusted relationships creates uncertainty and emotional strain, making it harder for children and young people to feel settled, cope with learning demands and remain engaged in school.
Experiences of exclusion, reduced timetables and frequent sanctions have a cumulative negative impact on children and young people. This includes situations where time away from school is framed as support, management or a temporary arrangement, rather than recognised as exclusion from learning. When children and young people are removed from class or discouraged from attending full-time in these ways, it can obscure the difficulties they are facing and limit opportunities for timely help. Being away from school, or treated as different from peers, increases feelings of failure and isolation and weakens their connection to learning, relationships and routine. Over time, this contributes to deeper disengagement from education.
Children and young people consistently describe trusted relationships with staff as central to feeling safe and understood in school. When these relationships end abruptly or are not protected, children and young people can feel exposed and unsupported. This loss of relational continuity increases stress and reduces their sense that school is a reliable source of stability.
When teachers do not understand children and young people’s life experiences, school can become a source of anxiety rather than support. Misinterpretation of behaviour and being singled out because of care experience contribute to feelings of being ‘othered’, undermining belonging and making it harder for children and young people to be themselves in school.
Children and young people describe a sense of disconnection when they feel their views are overlooked or when decisions about learning and future pathways are made without them. Opportunities to explore strengths or ambitions, alongside contextual understanding of behaviour, increases confidence and belief in their own potential.
Where support is not timely, individualised or sustained, children and young people are left managing stress and challenge on their own. The absence of safe spaces, flexibility or help with learning difficulties increases emotional load and makes school feel overwhelming, particularly alongside difficulties outside education.
The evidence shows that when children and young people are steered towards narrow options or lack clear information about future possibilities, their sense of hope is diminished. In contrast, encouragement, belief and access to a full range of pathways strengthen confidence and support children and young people to imagine positive futures.
Sources Referenced
The purpose of the below citations and summaries is to ensure that sources used are clear and accessible. Web links to the sources are provided, where possible.
Document summaries are provided for any document where analysis produced more than ten ‘coded segments’. ‘Coded segments’ refer to portions of a document that analysts identified and labelled as relevant to the key themes for each Vision Statement.
All documents that have informed the development of the Vision Statement, even if they had fewer than 10 coded segments, are cited in the ‘Additional Sources’ box below.
This review, published by the Care Inspectorate in July 2024, was requested by the Scottish Government; its purpose was to examine the experiences of children and young people placed in residential care in Scotland from other parts of the UK, known as cross-border placements. The review also aimed to understand the impact of these placements on local and national public services in Scotland.
The review found that decisions for cross-border placements were often made due to safety concerns and a lack of suitable care options in the young people's home areas. Young people rarely chose to move to Scotland and often felt unprepared for the move, with some experiencing shock at being so far from home.
Education planning for these young people was often delayed or inconsistent, leading to limited educational experiences for some. While primary healthcare was generally accessible, mental health services were much harder to access. The review highlighted that host authorities and placing authorities did not consistently work together effectively, leading to challenges in providing support and managing emergencies.
Key issues identified included a lack of information sharing before placements, which affected the ability of Scottish services to plan for education, health, and social care. The report concludes with several areas for further discussion, focusing on improving pre-placement planning, strengthening accountability for promised services, clarifying roles and responsibilities, ensuring support for young people wishing to remain in Scotland, improving data collection, and enhancing understanding of relevant legislation.
Cross Border Thematic Review: July 2024. Care Inspectorate, 2024. https://www.careinspectorate.com/index.php/news/7674-cross-border-thematic-review.
This Care Inspectorate report looks at how children and young people are cared for in secure care and what needs to improve to ensure their rights are respected, including whether new rules made by the Scottish Government are helping young people and staff.
Approximately 200 people participated in the study, including young people, family members, professionals and Local Authority representatives. The journeys of 30 young people were also tracked over a one-year period.
The Care Inspectorate found that progress has been made in meeting the aims of the secure care Pathway and Standards, but significant gaps remain across the full journey into, through and out of secure care. The new rules have had the strongest impact for those in secure care, where most young people experienced improved safety, felt listened to, had their rights upheld, and benefited from specialist support and education. Some positive preventative effects were noted—where intensive, relationship-based community support and clear risk-planning processes helped prevent admission.
However, the greatest weaknesses were found after young people leave secure care. Many experienced a sharp drop in support, struggled to access health and wellbeing services, lost educational progress, and faced homelessness or serious safety risks, leading to re-admissions. Ongoing problems included unequal access to community resources, inconsistent understanding of secure care’s therapeutic purpose, lack of stable relationships, and variation in restrictive practices.
Secure Care Pathway Review. Care Inspectorate, 2023. https://www.careinspectorate.com/images/documents/7293/Secure%20care%20pathway%20review%202023.pdf.
This report was published by the Centre for Excellence for Children's Care and Protection (CELCIS), a leading improvement and innovation centre based at the University of Strathclyde.
The Scottish Government asked CELCIS to conduct this research to gather information to help them make decisions about how to best deliver children's services in Scotland. The main goal of the research was to answer: "What is needed to ensure that children, young people and families get the help they need, when they need it?".
This specific report is 'Strand 4' of a larger study and focuses on understanding the opportunities, challenges, and barriers faced by the children's services workforce. It explores their views on local services, how different agencies work together, support for young people moving into adult services, relationships between families and professionals, and the support available to the workforce itself. The report uses surveys, focus groups, and interviews to gather these perspectives.
Dr Alex McTier, Mihaela Manole, Jane Scott, et al. Children’s Services Reform Research: Scotland’s Children’s Services Landscape: The Views and Experiences of the Children’s Services Workforce. CELCIS, 2023. https://www.celcis.org/knowledge-bank/search-bank/childrens-services-reform-research-scotlands-childrens-services-landscape-views-and-experiences-childrens-services-workforce.
This report, prepared by The Lines Between for Scottish Attachment in Action (SAIA), evaluates the Wee BREATHERS project. The evaluation aimed to assess the project's effectiveness against its intended outcomes for various stakeholders, including staff, leadership teams, young people, and families.
Wee BREATHERS, developed by SAIA, provides attachment-informed, trauma-sensitive supervision to staff in schools and early years settings. This support is offered through one-to-one and group sessions, creating a safe space for reflection and learning. The project seeks to improve staff understanding of attachment theory and trauma, ultimately benefiting young people and school culture.
The evaluation gathered data through online surveys and interviews with staff from early years, primary, and secondary school settings, as well as supervisors. Key findings indicate that Wee BREATHERS positively impacts staff wellbeing, confidence, and understanding of children's developmental issues and behaviours. Staff reported improved relationships at work and a different mindset that extended to their personal lives.
The project's engaging delivery model, characterised by safe and non-judgmental spaces, was highly valued. Supervisors also reported positive experiences, noting the significant need for such support within the education sector. Challenges included the practicalities of freeing up staff time and ensuring suitable private spaces for sessions.
Overall, Wee BREATHERS is seen as a valuable initiative that helps education staff reflect, learn, and adapt their practices to better support pupils. It contributes to a more inclusive school culture and significantly impacts the professional and personal lives of participants.
The Lines Between. Evaluation of Wee BREATHERS. Scottish Attachment in Action, 2025. https://scottishattachmentinaction.org/wee-breathers-2/.
This Impact Report, produced by Matter of Focus, evaluates Includem's ADAPT for CashBack project. The report aims to show how the project has made a difference to young people and families, and how it has contributed to local services in West Dunbartonshire. It combines Includem's own evidence with independent data and evaluation processes.
The Includem ADAPT for CashBack project, funded by the Scottish Government, provides early help to children and young people aged 10-15 in West Dunbartonshire who are at risk of offending, along with their families. The project focuses on building confidence, improving skills, health, and wellbeing, and diverting young people from criminal behaviour. It also aims to strengthen support networks and help young people contribute positively to their communities.
Key findings highlight the project's success in building strong relationships with young people and adapting to challenges like the Covid-19 pandemic. It has supported 162 young people, with many achieving Dynamic Youth Awards and reporting increased confidence and better behaviour. The project fills a crucial gap in community-based, preventative services, acting as a bridge between various agencies. Case studies illustrate the complex family situations and the holistic support provided, including help with education and addressing issues like fire-setting. The report recommends Includem continue to use diverse evidence, reflective logs, and data analysis to improve their work.
Matter of Focus. Impact Report Year 3: Includem’s ADAPT for Cashback Project. Includem, 2024. https://www.matter-of-focus.com/wp-content/uploads/2024/01/Includem-ADAPT-for-CashBack-Evaluation-Report-22-23.pdf.
This report was written by a team of researchers from the University of Stirling, Lancaster University, and the Association for Fostering, Kinship and Adoption (AFKA) Scotland. It was funded by the Nuffield Foundation and an anonymous donor.
The report was written to understand how children who needed care in Scotland are doing as they grow up. It looks at what helps them feel safe and settled, and what makes a difference to their lives. The main goal is to share what was learned to help improve rules and practices for children, their families, and the people who look after them. It builds on an earlier study (Phase 1) that looked at these children when they were younger.
The study followed 1,836 children who needed care when they were five years old or younger in 2012-13. It explores where these children are living ten years later, how well they are doing, and what connections they have with important people in their lives. The report uses different kinds of information, including official records, surveys, and interviews with children, their carers and birth parents, to get a full picture of their experiences.
Whincup, Helen, Linda Cusworth, Maggie Grant, et al. Permanently Progressing? Building Secure Futures for Children: Phase 2 Middle Childhood. Key-Findings from Phase 2: final report. University of Stirling, 2024. https://permanentlyprogressing.stir.ac.uk/key-findings-from-phase-2-final-report-and-accessible-summaries/.
This interim report, authored by Nadia Ayed, Suzanne Fitzpatrick, Peter Mackie, and Ian Thomas, and published by I-SPHERE and Heriot Watt University in February 2025, evaluates the first year of the Upstream Scotland pilot. The report aims to understand how the initiative, inspired by the Australian Geelong Project, is being put into practice in Scotland to prevent youth homelessness.
The Upstream Scotland pilot, led by Rock Trust, involves six secondary schools across three local authority areas. It uses a school-based survey to find young people at risk of homelessness and offers them support. The evaluation highlights the successful recruitment of different schools and the strong relationships built with them.
Key findings show that over 1 in 10 young people in pilot schools are at risk of youth homelessness, like elsewhere in the UK. Many of these young people are engaged with school but show lower levels of resilience and wellbeing. A significant challenge has been getting parents' permission for support, which has caused delays. The report suggests considering a "whole family" approach and improving data privacy and consent processes for future implementation.
Early impacts include increased awareness of homelessness among students and teachers, reduced stigma, and improved wellbeing for some young people. The report highlights the need for clearer communication about the initiative, refining consent processes, and potentially expanding the support to include whole families to address the root causes of youth homelessness more effectively.
Ayed, Nadia, Suzanne Fitzpatrick, Peter Mackie, and Ian Thomas. Upstream Scotland Pilot Evaluation. Interim Report. Rock Trust, 2025. https://www.rocktrust.org/download/upstream-scotland-pilot-evaluation-2025/.
This interim report, published by the Scottish Government in December 2024, presents a qualitative assessment of the Scottish Mentoring and Leadership Programme (SMLP). The report aims to evaluate the effectiveness of the SMLP, which includes two main initiatives: Motivation Commitment Resilience (MCR) Pathways and Columba 1400 Young People’s Leadership Academies (YPLAs). MCR is a charity which offers school-based mentoring for disadvantaged young people. The SMLP was established to support young people, particularly those with care experience or in challenging circumstances, by enhancing their relationships and capabilities to improve their wellbeing and future outcomes.
The evaluation found that both MCR Pathways and Columba 1400 positively impacted young participants, primarily by boosting their confidence, especially social confidence and self-belief. Both programmes were generally successful in reaching their intended participants, though engaging some care experienced young people remained a challenge.
Implementation of both interventions was largely as planned, with MCR Pathways benefiting from school-based coordinators and MCR leading recruitment. Columba 1400 success was attributed to its flexible approach and skilled staff. However, the overall rollout of the SMLP was slower and less extensive than intended, mainly due to a less favourable financial climate and the unsustainability of the original funding model. Suggestions for improvement included better information for parents and staff, and enhanced support for mentors.
Scottish Mentoring Leadership Programme-Interim Report-Qualitative Process Impact Assessment. Scottish Government, 2024. https://www.gov.scot/publications/smlp-interim-report-qualitative-process-impact-assessment/.
This report was commissioned by The Hub for Success (HfS) to mark its five-year anniversary. It was independently evaluated by The Lines Between, a social research agency, to assess the service's achievements, strengths, challenges, and future development. The HfS is a partnership between the City of Edinburgh and eight educational institutions, aiming to support care experienced individuals in accessing, staying in, or returning to education.
The Hub has evolved from a direct support service to a strategic entity that amplifies the voices of care experienced learners, promotes cultural change within partner organisations, and lobbies for policy changes. It has provided one-to-one support to 528 learners and responded to 1241 enquiries since 2018, with 43% of supported students entering further or higher education. Key strengths include its skilled staff, dedicated partners, a "sector-leading" student ambassador programme, and its unique impartial role in the sector.
Challenges faced by the Hub include capacity and funding limitations, difficulties in evidencing impact, and the complex nature of systemic change. Despite these challenges, it has positively impacted learners by helping them access and sustain education and has influenced partner organisations by improving their support practices and driving policy changes.
Recommendations for future development include widening its reach within Southeast Scotland and potentially replicating its model nationally, sustaining and improving current practices like one-to-one support and workforce development, exploring alternative funding models, and increasing its public profile. The evaluation concludes that the Hub has largely achieved its original vision, aligning with policy recommendations and demonstrating significant value and impact.
Evaluation of the Hub for Success. The Hub for Success, 2024. https://hubforsuccess.org/wp-content/uploads/2024/02/HfS-Evaluation-2024-FINAL.pdf.
This report, "Virtual School Head Teachers in Scotland: Practice Case Studies," was written for the Centre for Excellence for Children’s Care and Protection (CELCIS) and published in June 2022. It aims to show the important work of Virtual School Head Teachers (VSHTs) and Care Experienced Teams (CETs) in Scotland. The report uses real-life examples to explain how these teams help children and young people who have been in care to do well in their education.
The document highlights how Virtual School Headteachers use creativity and care to support these young people, making them feel more settled, confident, and motivated at school. It includes four case studies: Zara's story shows how personalised support, like sailing lessons, can boost confidence and school attendance. Jamie's story illustrates how Virtual School Headteachers provide extra help during big changes, like moving to secondary school, especially for children living far from their home area. Another case study describes how these headteachers create supportive groups in schools for care experienced young people, helping them connect and share experiences. Finally, the report details how one virtual school headteacher built a new service from scratch, improving support for children, families, and schools across a whole area. The overall purpose is to share good practices and show the positive impact of Virtual School Headteachers on the educational journeys of care experienced children and young people.
Bettencourt, Michael, Kimberley Keenan, Larissa Gordon, et al. Virtual School Head Teachers in Scotland: Practice Case Studies. CELCIS, 2022. https://www.celcis.org/knowledge-bank/search-bank/virtual-school-head-teachers-scotland-practice-case-studies.
This report, titled "Exclusion labelled as support," was created by Who Cares? Scotland and commissioned by the Children and Young People Commissioner Scotland. It aims to highlight the educational experiences of care experienced children and young people in Scotland and gather their ideas for improving education. The report is part of a series called "This is our lives, it matters a lot," which focuses on putting children's rights at the heart of education.
Who Cares? Scotland, the national organisation representing care experienced people, produced this report to highlight how children’s rights to education are too often denied. It calls for the commitments made in the promise to be upheld, particularly the right to a full education and an end to school exclusions. Drawing on real-life stories and testimony from care experienced young people, the report grounds its findings in lived experience and evidence.
The report looks at five main areas: how school makes care experienced children feel, what they learn, how they are supported, how their skills are recognised, and what they think school is for. It makes three key suggestions. First, it recommends stopping all exclusions immediately. Secondly, the report recommends schools adopt a whole-school approach to support care experienced children. Third, and finally, it advocates to make it a legal right for care experienced people to have independent support in school.
Who Cares? Scotland. “Exclusion Labelled as Support”: Care Experienced Children in Scotland’s Education System. Children and Young People’s Commissioner Scotland, 2025. https://www.celcis.org/news/news-pages/care experienced-children-struggling-access-right-education-scotland.
Who Cares? Scotland—a national independent membership organisation for care experienced people, dedicated to supporting, empowering and amplifying the voices of Scotland’s care community—provided targeted analysis of their existing evidence for The Promise Story of Progress, sharing material that mapped to the relevant vision statements and contributed insight into how their internal data, participation activity, and qualitative evidence could inform the experiential strand of the Promise Story of Progress.
Their reports reflected advocacy work carried out between 1st January 2020 and 30th June 2025, during which time Who Cares? Scotland advocacy workers supported around 4,800 individuals. Although the report findings do not represent the experience of every care experienced individual in Scotland, they highlight issues that need continued attention as Scotland works to understand what is changing and what still needs to be addressed.
An anonymised and abridged collation of these reports is available at: Who Cares? Scotland. The Promise Story of Progress: Vision Statement advocacy reports by Who Cares? Scotland (abridged). The Promise Scotland, 2025. https://www.plan2430.scot/media/r0jiy2pl/2025-12-17-the-promise-story-of-progress-vision-statement-advocacy-reports-by-who-cares-scotland_abridged.pdf
100 Days of Listening. Scottish Throughcare and Aftercare Forum (Staf), 2024. https://www.staf.scot/Handlers/Download.ashx?IDMF=36c14562-d65a-4866-b6bf-685d0462974b.
Aberlour Response to the Scottish Government’s National Discussion on Scottish Education. Aberlour, 2022. https://www.aberlour.org.uk/publications/national-discussion-on-education.
Alternative Routes Impact Report 2024-2025. Aberlour, 2025. https://www.aberlour.org.uk/publications/alternative-routes-cashback-impact-report-2024-2025.
Bettencourt, Michael, and Leanne McIver. ‘Learning More about Scotland’s Virtual Schools’. CELCIS, 1 May 2024. https://www.celcis.org/knowledge-bank/search-bank/blog/learning-more-about-scotlands-virtual-schools.
Bettencourt, Michael. CELCIS’s Response to the Scottish Government’s “Prescribing the Minimum Annual Number of Learning Hours: Consultation”. CELCIS, 2023. https://www.celcis.org/knowledge-bank/search-bank/response-celcis-scottish-governments-prescribing-minimum-annual-number-learning-hours-consultation.
Callaghan, Prof. Jane, Tanya Beetham, and Chris Gray. The Implementation of “Attain”: A Mentoring Scheme for Care Experienced Young People and Young People on the Edge of Care in Renfrewshire. Aberlour; Renfrewshire Council, 2022. https://www.aberlour.org.uk/publications/implementation-attain-renfrewshire.
CELCIS, Aberlour, Care Inspectorate, and Includem. Love InC Final Project Report. CELCIS, 2022. https://www.celcis.org/knowledge-bank/search-bank/love-inc-project-final-report.
Cross Border Thematic Review: July 2024. Care Inspectorate, 2024. https://www.careinspectorate.com/index.php/news/7674-cross-border-thematic-review.
Ellis, Sioned, and Natalie Williams. State of the Nation’s Foster Care: Spotlight on Scotland Report 2024. The Fostering Network, 2025. https://www.thefosteringnetwork.org.uk/policy-and-campaigns/state-of-the-nations/state-of-the-nations-foster-care-2024/.
Guinchard, Sydney. “Experiences of Parents in ‘The Village,’ an Online Support Network for Care- Experienced Parents: A Thematic Analysis.” Scottish Journal of Residential Child Care 23, no. 2 (2024).
Matter of Focus. Impact Report Year 3: Includem’s ADAPT for Cashback Project. Includem, 2024. https://www.matter-of-focus.com/wp-content/uploads/2024/01/Includem-ADAPT-for-CashBack-Evaluation-Report-22-23.pdf.
Reimagining Secure Care - Final Report: A Vision for the Reimagined/Future World. Children and Young People’s Centre for Justice (CYCJ), 2024. https://www.cycj.org.uk/wp-content/uploads/2024/09/Reimagining-Secure-Care-Final-Report.pdf.
Roesch-Marsh, A, K McGhee, and F Gillon. The Digital Divide: The Impact on the Rights of Care Leavers in Scotland. 2021. https://www.celcis.org/application/files/5516/1158/7905/The_digital_divide_The_impact_on_the_rights_of_care_leavers_in_Scotland_Inform.pdf.
Scottish Mentoring Leadership Programme-Interim Report-Qualitative Process Impact Assessment. Scottish Government, 2024. https://www.gov.scot/publications/smlp-interim-report-qualitative-process-impact-assessment/.
Secure Care Pathway Review. Care Inspectorate, 2023. https://www.careinspectorate.com/images/documents/7293/Secure%20care%20pathway%20review%202023.pdf.
Social Marketing Gateway (SMG). Glasgow People Achieving Change (PAC) Mental Health Research: Final Report February 2022. Glasgow City Health and Social Care Partnership (GCHSCP), 2022. https://glasgowcity.hscp.scot/publication/glasgow-pac-mental-health-research-2022.
Spolander, Gary, Janine Bolger, and Joanna Santos-Petiot. Upstream Scotland Pilot Evaluation. Rock Trust, 2025. https://www.rocktrust.org/download/upstream-scotland-pilot-evaluation-2025/.
The Challenges Facing Scottish Schools and Children’s Mental Health. Place2Be, 2024. https://www.place2be.org.uk/media/ylhimahc/place2be-education-briefing.pdf.
Transitions for Care Experienced Young People: A Thematic Review. Care Inspectorate, 2024. https://www.careinspectorate.com/index.php/news/7820-transitions-for-care experienced-young-people-a-thematic-review.
Whincup, Helen, Linda Cusworth, Maggie Grant, et al. Permanently Progressing? Building Secure Futures for Children: Phase 2 Middle Childhood. University of Stirling, 2024. https://permanentlyprogressing.stir.ac.uk/key-findings-from-phase-2-final-report-and-accessible-summaries/.
Who Cares? Scotland. “Exclusion Labelled as Support”: Care Experienced Children in Scotland’s Education System. Children and Young People’s Commissioner Scotland, 2025. https://www.celcis.org/news/news-pages/care experienced-children-struggling-access-right-education-scotland.
Your Voice Matters: A Peer Led Research Project to Explore the Experiences of Unaccompanied Asylum Seeking Children in Scotland. Scottish Refugee Council, 2024. https://scottishrefugeecouncil.org.uk/wp-content/uploads/2024/08/Your-Voice-Matters-YPV-Report.pdf.
Your Voice Matters: A Peer Led Research Project to Explore the Experiences of Unaccompanied Asylum Seeking Children in Scotland. Scottish Refugee Council, 2024. https://scottishrefugeecouncil.org.uk/wp-content/uploads/2024/08/Your-Voice-Matters-YPV-Report.pdf.