Understanding and identifying what Transgender means can help to create a safe and supportive environment for those children & young people experiencing issues… Read More
Teenage development: how to engage them and their brains
This course examines the teenage years in terms of physical, psychological, emotional and social development. Examining the issues and looking at how that understanding can help with engaging with and affectively supporting young people… Read More
Embedding children rights in your setting
Following on from the success of our Foundation Phase lesson plans, the Children’s Commissioner for Wales have a created an activity pack and training resource for Early Years settings… Read More
Understanding and supporting mental health in infancy and early childhood
UNICEF UK and the University of Cambridge’s Centre for Research on Play in Education, Development & Learning (PEDAL), have developed a resource to support local areas in a shared understanding of mental health in infancy and early childhood… Read More
Voice of the Infant: best practice guidelines and infant pledge
Co-produced by a short-life working group, on behalf of the Infant Mental Health Implementation and Advisory Group, which is part of the Scottish Government’s Perinatal and Infant Mental Health Programme Board… Read More
Child Participation Assessment tool
Indicators for measuring progress in promoting the right of children and young people under the age of 18 to participate in matters of concern to them. By the Council of Europe Children’s Rights Division and Youth Department… Read More
State of Children’s Rights in Wales
The second report prepared by the Wales UNCRC Monitoring Group has launched. This is the second report prepared by the Wales UNCRC Monitoring Group, which is a civil society coalition facilitated by Children in Wales, to inform the 94th Session and the examination of the United Kingdom of Great Britain and Northern Ireland. Read More
Reframing adoption in education through identity
For adoptees, a persistent and enduring education attainment gap exists. Experiences of schooling are further impacted by wider contextual factors, such as the construction of a consistent and coherent adoption narrative. Adopted children are set apart from most of their peers in relation to their experience of early adversities, leading to an entirely different family… Read More
Research on the early implementation of Curriculum for Wales
This report presents findings of the first wave of qualitative research with 64 senior leaders in schools and Pupil Referral Units (PRUs) which examined schools’ early experiences of roll-out of Curriculum for Wales (CfW)… Read More
KEEPING CONNECTED
An adopted child’s identity will always encompass multiple elements and a child’s long term psychological and mental health depends on finding answers to fundamental questions about who they are. All children looked after will have a contact plan, including those to be adopted. This can be either direct/face-to-face or indirect (e.g., ‘letterbox’[1]). For many years… Read More
