How can we identify children in need of support at an earlier stage when signs of adversity are subtle and services are fragmented? This theme invites contributions on early identification and prevention in child protection and related services. Relevant topics include the role of early childhood education and schools as frontline settings, the contribution of healthcare services across pregnancy, infancy, childhood, and adolescence, the use of screening tools and professional judgement, and population-based research on risk and protective factors. We welcome research, policy analyses, and practice-based experiences that explore how services can work together to detect concerns early and respond effectively to children's and families' needs.
How can we ensure that children’s voices are genuinely heard and acted upon in practice? This theme invites contributions exploring children’s participation in child protection, welfare, health, and justice systems, trauma-informed communication, and the challenges faced by children navigating multiple services and decision-making processes. We welcome research, practice and policy-based experiences, and innovative approaches that strengthen meaningful child participation and place children’s perspectives at the center of assessment, intervention, and decision-making.
Everyone talks about collaboration, but what does effective interagency work actually look like in practice? Under this theme we welcome contributions on how child welfare, health, education, mental health, and justice services can work together to provide coordinated and effective support for children and families. Contributions may address collaborative models such as Barnahus and FACT, challenges related to information sharing and confidentiality, and the role of leadership, governance, and system design in enabling successful collaboration. We particularly welcome Nordic perspectives that offer lessons on overcoming barriers and building integrated services around children’s needs.
Professionals working with children and adolescents exposed to violence and adversity play a critical role in supporting recovery, safety, and resilience. However, the emotional and organizational demands of this work can place significant strain on the workforce. This theme focuses on how health, social welfare, and child protection services can support staff well-being, prevent burnout, and promote long-term workforce sustainability. We welcome contributions on workforce support, supervision, trauma-informed organizations, staff retention, leadership, and organizational resilience. Submissions may also explore how services can strengthen practitioners’ capacity to meet the complex needs of children and families while maintaining a healthy, skilled, and sustainable workforce.
Research has generated a growing body of knowledge on how to promote child wellbeing and improve outcomes children and families in vulnerable situations. Yet, translating evidence into everyday practice remains a persistent challenge. This theme focuses on implementation science and strategies for strengthening frontline practice. We welcome contributions that explore barriers and facilitators to implementation, approaches to competency building, and ways of addressing the policy–practice gap. Submissions may examine how research, policy, and practice can be better connected to ensure that evidence leads to meaningful and sustainable change.
Which children continue to fall through the gaps in our systems of care and protection? With this theme we want to invite presentations that explore how migration, poverty, social exclusion, and loneliness shape vulnerability among children and families. We welcome contributions on studies and experiences from practice addressing issues in the filed related to minority families, poverty and loneliness as risk factors for both children and adults, and the challenges of balancing cultural sensitivity with child protection concerns. Interdisciplinary perspectives (psychology, social work, sociology, health perspectives) are encouraged.