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While the numbers of young people who become parents in their teenage years is declining, there remains a stigma associated with young parenthood. Young parents disrupt socially constructed ideas of the family and challenge ideals of childhood. It is common for young parents to have experienced social exclusion and poverty as well as to have relatively low educational achievement prior to parenthood. Less common, though, is the idea that becoming a parent in late teenage years may enable the development of aspiration, promote maturity and responsibility, and potentially lead to enhanced life chances for these young people. This article draws on interview data with 10 young women and 5 young men who were parents and aged between 16 and 19, along with findings from interviews carried out with a range of professionals working in the field of teenage pregnancy. Young people describe the transformative effect of parenthood on their young lives, and challenge accepted views of the negative impact of becoming a young parent.

While the numbers of young people who become parents in their teenage years is declining, there remains a stigma associated with young parenthood. Young parents disrupt socially constructed ideas of the family and challenge ideals of childhood. It is common for young parents to have experienced social exclusion and poverty as well as to have relatively low educational achievement prior to parenthood. Less common, though, is the idea that becoming a parent in late teenage years may enable the development of aspiration, promote maturity and responsibility, and potentially lead to enhanced life chances for these young people. This article draws on interview data with 10 young women and 5 young men who were parents and aged between 16 and 19, along with findings from interviews carried out with a range of professionals working in the field of teenage pregnancy. Young people describe the transformative effect of parenthood on their young lives, and challenge accepted views of the negative impact of becoming a young parent.

AbstractSince the 1970s, there has been growing academic interest in children and young people living in state care and, more recently, in the lives of disabled children. However, there has been little attention on the lives of disabled children who are looked after by the state. This paper compares and critiques what is known about the numbers of disabled children who are looked after in England, Northern Ireland, Scotland and Wales. We discuss the conceptual and methodological limitations of systematically collecting data on disabled children in state care across the UK. We argue that to ensure that the rights of disabled children in state care are identified, acknowledged and upheld, 'being counted' is a fundamental first step.

AbstractBackgroundThis article is about interactions that occur when someone with intellectual disabilities is engaged in everyday activities with a personal assistant (PA) or a support worker.MethodWe examine the detail of nine hours of naturally occurring video‐recorded interactions, to explore how "relational autonomy" is done in practice. Nine people with ID and seven staff took part in the research, which took place in England from 2016–17.ResultsWe selected six extracts to illustrate different types of joint decision‐making. Informed by inclusive research with a drama group of people with intellectual disabilities, we focus on the ways in which (a) future plans are discussed; (b) choices are offered during an activity; (c) people reflect on their decisions.ConclusionThe article concludes with discussion about the teaching and learning content of choice‐making, on relational autonomy, and the practice learning for PAs, support workers and for people with intellectual disabilities.