Suchergebnisse

Child welfare has been a volatile and dynamic field of social work practice where policy and practice are continually shaped by attitudes, perceptions and expectations. New developments likely to shift the current balance in the field of child welfare over the next quarter century include: focus on results and performance measures, focus on child and family well-being, and increasing attention to evidence based practice.

AbstractWe applied a child‐focused, longitudinal approach to characterising academically at‐risk elementary school students using linked birth and educational records. Following a statewide cohort of children born in California in public school records through grade 5 (n = 722 072) to document identification as a homeless, foster and/or special education (i.e. academically at‐risk) student, we found that one in every six students were classified as academically at‐risk at least once during elementary school––two times annual counts. Strong associations between sociodemographic characteristics observable at birth and future adversities recorded in school records suggest these vulnerabilities should be considered together when providing supports.