Vision statement seven: Care experienced children and young people have access to support ensuring that their health needs are fully met and potential for good health is maximised.
Organisational Progress
What is happening
Across the sources reviewed, organisations describe work underway to respond to inequalities in the health of care experienced children and young people. This includes efforts to improve how health needs are recognised, planned for and supported over time, particularly where children and young people experience change, instability or complexity. There is also attention on strengthening shared ways of working across health, care and wider children’s services, alongside work to support people to respond in relational and trauma-informed ways.
At the same time, the accounts show how fragile health support can be when responsibility is unclear, information does not follow the child or young person, or different parts of support do not align. Variation across areas, workforce pressures and limits in planning and information continue to shape what is possible in practice. Taken together, the evidence reflects active learning, but uneven experiences remain for care experienced children and young people.
Click on the take me to navigation pane and jump to different sections here, including sources. To see what changes Scotland is making and still has to make for the promise to be kept, click on the health route map in Plan 24-30. See more about the work of change across Scotland here.
Attention is given to how health support operates when care experienced children and young people experience change. This includes moves between homes or local authority areas, transitions into and out of secure care, changes in legal status and shifts between children’s and adult services. At these points, health support is often more vulnerable, particularly where planning is limited or responsibility is unclear.
In some areas, health is being considered earlier as part of wider planning rather than being addressed only once difficulties arise. This includes anticipating health needs during transitions, clarifying who holds responsibility at different stages and ensuring that information is available to those expected to provide support. Where this happens, health support is more likely to continue with fewer disruptions.
However, practice remains inconsistent. Cross-border moves and exits from secure care are described as points where health information is not always shared in advance, limiting the ability of receiving services to plan. In these situations, access to primary health care is often more straightforward than access to specialist or mental health support, with delays emerging after moves have taken place. Continuity is frequently dependent on informal arrangements or the efforts of individual workers rather than shared approaches.
There are also examples of work aimed at reducing barriers during periods of change. This includes community-based and mobile ways of providing health support, particularly where children, young people and families find it difficult to attend services or remain connected during disruption.
Ongoing efforts are described to support people working with care experienced children and young people to respond more confidently to health needs. This includes developing shared approaches across health, care and education, and creating opportunities to learn together and reflect on complex situations. Trauma-informed ways of working are commonly referenced as a shared foundation, helping people understand how experiences of loss, instability and adversity shape health and engagement.
Workforce-focused accounts highlight the importance of relationships, both with children and young people and across roles. Where people have opportunities to collaborate, share responsibility and understand each other’s roles, health support is described as more joined up. There is also attention on strengthening supervision, reflective practice and peer support, recognising the emotional and practical demands of this work.
At the same time, significant pressures on the workforce are evident. High demand, limited capacity and staff turnover affect how consistently learning can be embedded. In some contexts, reliance on individuals to hold relationships or navigate support creates fragility when those people move on.
Work is underway to improve how health needs are identified, recorded and understood for care experienced children and young people. This includes attention to how information is captured in plans, how it is shared across roles and how it informs decision-making. Population-level research and thematic reviews underline the importance of visibility in understanding patterns of health need and inequality.
At the same time, challenges remain. Inconsistent definitions, recording practices and data arrangements mean health needs are not always fully reflected in planning, particularly where needs are complex or change over time. This can limit timely response and follow-up.
Alongside this, workforce accounts emphasise that information alone cannot capture the full picture of health. Relationships, judgement and contextual understanding remain central to making sense of what is recorded and responding appropriately.
Within the sources reviewed for this vision statement, disability is the area where organisational learning about health is most consistently described. Accounts show how disabled care experienced children and young people can face additional barriers in accessing coordinated health support. These barriers relate to unclear definitions, fragmented responsibilities and limited shared understanding across health, care and education, affecting planning and continuity.
Other needs also add to complexity in how health support is experienced. These include mental health needs, neurodevelopmental and communication differences, and the cumulative impact of trauma and instability. While not explored in the same depth as disability, these factors appear across accounts as shaping access, engagement and the effectiveness of standard pathways.
The material highlights how these needs often intersect. Disability, mental health needs and instability interact with wider pressures such as housing and poverty, increasing the difficulty of providing coordinated support. In this context, families and carers are frequently described as carrying significant responsibility for navigating arrangements and managing multiple forms of support.
What is being learned about change
This section draws together learning from the materials reviewed about how change is being understood and shaped in practice. It reflects what is emerging across accounts of work underway, rather than evaluating effectiveness or setting direction. The focus is on identifying patterns in how approaches are being adapted, what appears to make a difference to experience, and where learning continues to develop.
Continuity does not happen automatically when children and young people move or when responsibility shifts. Planning that begins late, or relies on informal knowledge, leaves health support exposed to gaps. Earlier recognition of health needs, shared planning and clear handover of responsibility help reduce disruption and support better physical wellbeing over time.
Key elements of success
- Early and shared planning for health during change.
- Clarity about responsibility across transitions.
- Continuity of information and follow-through.
Examples
- Sharing clear health information before a move so appointments, medication and ongoing support can continue without interruption when a child or young person arrives in a new area.
- Planning health support alongside wider transition discussions, rather than waiting until difficulties emerge after a move has already taken place.
- Making sure responsibility for health follow-up is clearly agreed when children and young people move to a different area, so support does not drop away.
- Bringing health support into community or everyday settings during periods of disruption, reducing the need for children and young people to navigate unfamiliar services at times of change.
What to stop and what to change
- Treating health as an add-on during transitions.
- Relying on informal or last-minute handover.
- Assuming continuity will manage itself.
Training alone is not enough to shift practice. Shared trauma-informed learning is most effective when reinforced through everyday practice, supervision and relationships. Learning also highlights the importance of recognising the limits of individual roles and supporting shared responsibility for health across how care and support are organised.
Key elements of success
- Shared trauma-informed understanding.
- Opportunities for joint learning and reflection.
- Support for confidence and wellbeing.
Examples
- Creating regular spaces where people working across health, care and education can talk together about complex situations, building shared understanding of how trauma affects health and engagement.
- Using reflective discussions to explore uncertainty and complexity, rather than relying solely on process or thresholds to guide decisions.
- Supporting workers to share responsibility for health needs, so individuals are not left holding complex situations alone when relationships or roles change.
- Taking time to build relationships across roles, helping families experience health support as more coordinated and less fragmented.
What to stop and what to change
- Treating trauma-informed training as an end point.
- Placing responsibility for complex health needs on individuals.
- Assuming shared language alone is enough.
Incomplete or inconsistent information makes planning and action more difficult. While better visibility can support understanding, learning highlights the importance of using information alongside relationships and professional judgement, rather than treating data as a substitute for knowing the child or young person.
Key elements of success
- Clearer visibility of health needs.
- Shared access to relevant information.
- Thoughtful use of information in practice.
Examples
- Recording health needs in ways that follow children and young people through transitions, reducing the need for families to repeat information or chase follow-up.
- Using shared information to support coordinated planning, so health needs are considered alongside education, care and family circumstances.
- Treating recorded health information as a starting point for conversations, checking understanding with children, young people and carers rather than relying on records alone.
What to stop and what to change
- Over-reliance on incomplete information.
- Separating information from relationships.
- Assuming lack of information means lack of need.
Learning is strongest in identifying gaps, pressures and points of breakdown rather than in describing consistently effective responses. Fragmented responsibilities, unclear pathways and limited capacity make it difficult to sustain coordinated health support for disabled care experienced children and young people.
Where additional needs intersect with disability, rigid or single-issue approaches are less effective. However, organisational learning describing how overlapping needs are successfully addressed remains limited. More detailed learning on mental health is explored in the Mental Health vision statement, recognising the close connection between these areas without duplication.
Key elements of success
- Early recognition of disability and related needs.
- Coordination across health, care and education.
- Flexibility in how support is planned and delivered.
Examples
- Bringing health, care and education together to talk through how disability, mental health needs and instability interact, rather than addressing each issue separately.
- Adjusting usual approaches when standard pathways do not fit, particularly for children and young people with communication or neurodevelopmental differences.
- Supporting families and carers to navigate multiple forms of support when roles and responsibilities are unclear, reducing the burden placed on them to coordinate care alone.
- Recognising when mental health needs add to overall complexity, even where specialist mental health support sits elsewhere, and adjusting health planning accordingly.
What to stop and what to change
- Assuming needs can be addressed in isolation.
- Relying on inflexible or single-issue responses.
- Overstating the availability of coordinated support.
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 report, published by the Care Inspectorate in 2024, reviews disabled children and young people's experiences with social work services in Scotland. It aims to understand their views and experiences, assess how well their rights are upheld, and inform policymakers to improve outcomes for them. The review was conducted between May 2023 and May 2024, gathering information from children, young people, parents, carers, and social work staff across 32 local authority areas, with a focus on four specific regions.
The review found that, while respectful relationships are crucial, many disabled children's views are not heard due to high demand and resource pressures, leading to limited staff time and frequent changes in personnel. When support is timely and appropriate, it helps children grow, but increasing complexity of needs often outweighs available support. Children frequently lack meaningful choices about their support, and parents and carers, who provide significant care, need better protection for their wellbeing. The quality of social work assessments and plans varies, often missing parts of a child’s needs, and transitions into adulthood remain uncertain. Social work’s role is frequently misunderstood, while poor data and no shared definition of disability make planning and budgeting harder.
The report concludes that, despite previous findings highlighting inequities, necessary improvements have not been made, leading to many children not receiving timely help. It calls for a shared approach from the Scottish Government, local authorities, and other organisations to define the social work role, strengthen early intervention, maximise opportunities for play and friendships, and ensure adequate resourcing. A national conversation about resource reality and its impact on disabled children's lives is needed to achieve Scotland's ambition of being the best place for children to grow up.
Disabled Children and Young People’s Experiences of Social Work Services: A Thematic Review. Care Inspectorate, 2024. https://www.careinspectorate.com/images/documents/7714/Thematic%20review%20of%20services%20for%20disabled%20CYP.pdf.
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 paper, written by Centre for Excellence for Children’s Care and Protection (CELCIS), assesses the quality of data on disabled children in Scotland. It explores how disability is defined and recorded across Scottish, UK, and international statistical collections, with particular attention to children’s care and protection data, given the heightened risks of harm and abuse faced by disabled children. The paper also draws on discussions with key data providers and stakeholders in Scotland and offers recommendations for improving data collection.
High‑quality statistics are presented as essential for understanding the needs of disabled children, shaping policy, and improving services. The paper notes that early identification of disability can enable better preventative support. It reviews international frameworks such as the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities, both of which emphasise the importance of accurate, detailed data to uphold children’s rights and identify discrimination.
A central challenge is the lack of a consistent definition of disability. Medical, social, and human rights models each offer different perspectives, and the paper advocates moving beyond the medical model toward definitions aligned with social and rights‑based approaches. It also highlights practical difficulties in data collection: differences in assessment and recording practices, the child’s stage of development, varying practitioner confidence, and ethical concerns. These factors contribute to underestimating and under‑recording disability prevalence, leaving disabled children less visible to policymakers and service providers.
McTier, Dr Alex. Are Disabled Children Visible in Scotland’s Children’s Statistics. CELCIS, 2024. https://www.celcis.org/knowledge-bank/search-bank/new-analysis-shows-disparity-statistics-collected-about-disabled-children-scotland.
This report, "Children’s Services Reform Research: Learning and Implications for Scotland," was published by Centre for Excellence for Children's Care and Protection (CELCIS) in December 2023. It was created for the Scottish Government to gather evidence on how best to deliver children's services in Scotland, especially considering the proposed National Care Service and the commitment to the Promise.
The research aimed to answer the question: "What is needed to ensure that children, young people and families get the help they need, when they need it?" It looked at existing national and international information on how health and social care services work together, studied how integration affects outcomes in Scotland, and gathered experiences from people working in children's services.
The study found that good relationships between children, families, and the people helping them are very important. However, staff are struggling with heavy workloads and not enough resources. While integrating services is seen as a good idea, the report found no clear link between different ways of structuring services and better results for children. The study highlights that poverty, the COVID-19 pandemic, and a complex policy landscape significantly impact children and families. It suggests that any future changes should focus on supporting staff, simplifying rules, and tackling poverty, rather than just changing structures.
Ottaway, Heather, Alexander McTier, Mihaela Manole, et al. Children’s Services Reform Research: Learning and Implications for Scotland. Concluding Report. CELCIS, 2023. https://www.celcis.org/knowledge-bank/search-bank/childrens-services-reform-research-concluding-report.
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 was published by the University of Glasgow in October 2022. The study aimed to understand the health of children and young people in Scotland who have experienced care, comparing them to those who haven't. It uses a wide range of data from 1990 to 2016 to highlight health differences and inform policies, especially in light of the promise,Scotland's vision for improving the care ‘system’.
The research found that children with care experience generally face worse health outcomes, including higher rates of death, mental health issues, chronic conditions, and injuries. These problems often persist even when accounting for the fact that these children are more likely to come from poorer areas. For example, hospitalisations for mental health problems and poisonings increase sharply around age 18 for care experienced individuals, coinciding with leaving formal care.
The report emphasises that many of these adverse health events are preventable with better support. It recommends more help for families managing chronic conditions, increased support for children in residential care, and better management of transitions into and out of care. The study also highlights the need for continued support for young people after they leave care to prevent avoidable hospitalisations and deaths. It concludes that improving the health of care experienced children is crucial for Scotland's future wellbeing and economy.
Allik, Mirjam, Denise Brown, Edit Gedeon, Alastair H Leyland, and Marion Henderson. Children’s Health in Care in Scotland (CHiCS): Main Findings from Population-Wide Research. University of Glasgow, 2022. https://eprints.gla.ac.uk/279347/.
This research paper reports on a study aimed to understand why children and young people who have spent time in care face a higher risk of dying prematurely compared to those who haven't. Specifically, it investigated whether this increased risk applies to deaths from external causes (like accidents or suicide) and internal causes (like diseases), and the influence of other factors.
The study used a large dataset from Scotland, linking school records, social care information, and death records for over 660,000 young people. It found that individuals with care experience had a mortality rate 4.5 times higher than those without. After accounting for factors like age, sex, deprivation, and disability, this risk remained 3.0 times higher. The most striking finding was that the risk of death from external causes was 6.5 times higher for care experienced young people, even after adjustments. In contrast, the higher risk from internal causes largely disappeared after accounting for disability.
The authors conclude that care experienced young people face significantly higher premature mortality, especially from external causes, which cannot be fully explained by the factors considered. This highlights a need for further research to understand why these external deaths occur and to develop targeted support for this vulnerable group, particularly concerning their social, emotional, and mental wellbeing.
Brown, D, E Gedeon, M Henderson, A Leyland, P Wilson, and A Mirjam. “Mortality Outcomes of Children and Young People Who Have Spent Time in Care: Evidence from Children’s Health in Care in Scotland, a Population-Wide Administrative Data Cohort Study.” Pub Med, 2025. https://pubmed.ncbi.nlm.nih.gov/40473467/.
This document was written by Public Health Scotland (PHS) to update readers on PHS's work to support the promise, which aims to ensure care experienced children and young people in Scotland grow up loved, safe, and respected. It also outlines PHS's plans for 2024 and beyond.
Public Health Scotland, as Scotland's national public health agency, is committed to improving health and reducing inequality, especially for care experienced individuals who face significant challenges. While it doesn't provide direct services, it contributes by improving health outcome reporting for this group, supporting services like mental health and addictions, and acting as a corporate parent. Public Health Scotland also works on broader health factors like child poverty and housing and provides data on child and maternal health.
Key future steps include an organisational review to maximise PHS's contribution to the promise, improving data sharing to better understand the health of care experienced children, and developing a Public Health Approach to Learning (PHAL) to support schools. PHS is also actively involved in The Promise Scotland’s "invest:disinvest" methodology, coordinating the Scottish Adverse Childhood Experiences (ACEs) hub, and developing an external Corporate Parenting Plan. These efforts aim to address the significant inequalities faced by care experienced individuals, such as higher rates of school exclusion and poorer health in adulthood.
Update on Progress: #KeepingThePromise PHS Contribution February 2024. Public Health Scotland, 2024.
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
Allik, Mirjam, Denise Brown, Edit Gedeon, Alastair H Leyland, and Marion Henderson. Children’s Health in Care in Scotland (CHiCS): Main Findings from Population-Wide Research. University of Glasgow, 2022. https://eprints.gla.ac.uk/279347/.
Brown, D, E Gedeon, M Henderson, A Leyland, P Wilson, and A Mirjam. “Mortality Outcomes of Children and Young People Who Have Spent Time in Care: Evidence from Children’s Health in Care in Scotland, a Population-Wide Administrative Data Cohort Study.” Pub Med, 2025. https://pubmed.ncbi.nlm.nih.gov/40473467/.
Care Inspectorate. “Children’s Rights, Care Experience and Corporate Parenting.” https://www.careinspectorate.com/index.php/corporate-parenting.
Children and Young People Monitoring Report 2023-24: Admissions of Young People under the Age of 18 to Non-Specialist Wards in Scotland. Mental Welfare Commission for Scotland, 2024. https://www.mwcscot.org.uk/news/continuing-fall-numbers-young-people-admitted-adult-wards-mental-health-treatment-scotland.
Children and Young People’s Contact with the Police- Public Briefing. Scottish Police Authority, 2023. https://www.spa.police.uk/publication-library/children-and-young-people-s-contact-with-the-police/.
Cusworth, Linda, Linda Hooper, Gillian Henderson, Helen Whincup, and Karen Broadhurst. Born into Care in Scotland: Circumstances, Recurrence and Pathways. Scottish Government, 2022. https://www.gov.scot/binaries/content/documents/govscot/publications/research-and-analysis/2022/04/born-care-scotland-circumstances-recurrence-pathways/documents/born-care-scotland-circumstances-recurrence-pathways/born-care-scotland-circumstances-recurrence-pathways/govscot%3Adocument/born-care-scotland-circumstances-recurrence-pathways.pdf.
Disabled Children and Young People’s Experiences of Social Work Services: A Thematic Review. Care Inspectorate, 2024. https://www.careinspectorate.com/images/documents/7714/Thematic%20review%20of%20services%20for%20disabled%20CYP.pdf.
Engagement with Care Experienced Young People: Results and Recommendations to Inform Police Scotland’s 2024-27 Corporate Parenting Plan. Scottish Youth Parliament, 2024. https://syp.org.uk/project/engagement-with-care experienced-young-people/.
Impact Evaluation Phase 5 (2020 to 2023) CashBack For Communities Final Report. CashBack for Communities, 2023. https://cashbackforcommunities.org/wp-content/uploads/2023/12/CashBack-Phase-5-Final-Evaluation.pdf.
In Safe Hands yet? A Progress Report on the Campaign to Regulate the Use of Seclusion and Restraint in Scotland’s Schools. ENABLE Scotland, 2022. https://www.enable.org.uk/wp-content/uploads/2022/10/InSafeHandsYet-Report-Oct-2022-FINAL-1.0-2.pdf.
McTier, Dr Alex, 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.
McTier, Dr Alex. Are Disabled Children Visible in Scotland’s Children’s Statistics. CELCIS, 2024. https://www.celcis.org/knowledge-bank/search-bank/new-analysis-shows-disparity-statistics-collected-about-disabled-children-scotland.
McTier, Dr Alexander, Carol Ann Anderson, and Emma Young. Births to Care Experienced Teenagers and Women Aged 14-24 in Scotland: An Estimation. CELCIS, 2023. https://www.celcis.org/knowledge-bank/search-bank/births-care experienced-teenagers-and-women-aged-14-24-scotland.
Mitchell, Mary, Camille Warrington, John Devaney, Peter Yates, and Jennifer Lavoie. North Strathclyde Bairns Hoose Evaluation: Phase One Report. 2023. https://researchonline.gcu.ac.uk/ws/portalfiles/portal/92593848/92438102.pdf.
Ottaway, Heather, Alexander McTier, Mihaela Manole, et al. Children’s Services Reform Research: Learning and Implications for Scotland. Concluding Report. CELCIS, 2023. https://www.celcis.org/knowledge-bank/search-bank/childrens-services-reform-research-concluding-report.
Public Health Scotland: Corporate Parenting Vision and Plan 2025-2028. Public Health Scotland, 2025.
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.
Scottish Physical Restraint Action Group (SPRAG) Care & Justice Bill Consultation Response. Scottish Physical Restraint Action Group (SPRAG), n.d. https://consult.gov.scot/children-and-families/childrens-care-and-justice-reforms/consultation/view_respondent?uuId=287690777.
Scottish Police Authority Corporate Parenting Plan 2024-2027. Scottish Police Authority, 2025. https://www.spa.police.uk/publication-library/corporate-parenting-plan-2024-27/.
Secure Care Pathway Review. Care Inspectorate, 2023. https://www.careinspectorate.com/images/documents/7293/Secure%20care%20pathway%20review%202023.pdf.
Soraghan, Dr Joanna and Dr Robert Porter. Growing Up in Kinship Care. CELCIS; Scottish Centre for Administrative Data Research (SCADR), 2024. https://www.celcis.org/news/news-pages/new-research-highlights-need-increased-support-scotlands-kinship-families.
Update on Progress: #KeepingThePromise PHS Contribution February 2024. Public Health Scotland, 2024.
Update on Progress: Correspondence to Fiona Duncan- The promise. Police Scotland, 2024.
Update on Progress: Email Response from the Scottish Police Authority. The Scottish Police Authority, 2024.
Update on Progress: Update on the promise Plan. The Scottish Fire and Rescue Service, 2024.
Whitelaw, Dr Ruby, and Ross Gibson. Preparing to Keep The promise: A Comparative Study of Secure Care and Young Offender Institutions in Scotland. Children and Young People’s Centre for Justice (CYCJ), 2023. https://www.cycj.org.uk/resource/preparing-to-keep-the-promise-a-comparitive-study-of-secure-care-and-young-offender-instituions-in-scotland/.