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- Relationship between extremism and integration, dynamics of friendship/familial and community relationships, and links between hate crime, other societal crimes and extremism.
- How do we create a SEND and AP system that better meets the needs of children and their families? Building on the SEND and AP improvement plan, we would like to better understand local delivery, partnership working in the system, cost and financial stability. What does good provision look like and how can we share best practice?
- Are these programmes acceptable to families and easily scalable?
- How effective are the key reforms set out in ‘Stable Homes, Built on Love’ in response to the Care Review that seek to improve the provision of children's social care across Local Authorities? These include recruitment of foster carers, support for kinship carers and provision of children's care placements.
- How can we identify children that are at risk of offending at an early stage? How can we prevent the transmission of intergenerational offending to children and young people in families with a history of offending? How can we minimise the criminogenic impact of a child’s contact with the youth justice system?
- How can DWP and its partners maximise sustainable compliance with child maintenance arrangements?
- How does the most appropriate support (financial and non-financial) vary by groups? Including younger and older people, those from different minority ethnic groups, refugees, ex-service personnel, women, parents, victims of domestic abuse and those with complex needs, mental health conditions or homelessness?
- How do we best support children, young people and their families within the social care system and prevent poor outcomes, including recruiting, retaining and training our workforce?
- How can high quality training and support for the early years workforce improve child outcomes?
- Improving outcomes for victims and survivors, including children.
- What are the drivers of pupils not attending school and what factors influence pupils being at risk of becoming persistently absent?
- How do orders made in private family law proceedings – for example, resolving disputes about child or financial arrangements – affect individual and family outcomes? What works, for whom, to deliver positive and sustainable outcomes?
- What makes communities resilient to natural hazards and other crises? What can we learn from the coronavirus pandemic about the loss of resilience and protecting vulnerable communities to inform future response to crises? What are the important social dimensions for achieving environmental and infrastructure resilience?
- How can we minimise the harm to those engaging with the family justice system? What factors affect the effectiveness of Domestic Violence Protection Orders and other measures in the Domestic Abuse Bill?
- What can we do to support children and their families develop well from birth before entering formal education (and to the start of adulthood for those with SEND)?
- How do we improve parental access to, and engagement with, family services? How do we improve connections and relationships between parents and professionals (e.g. through parental networks)?
- Who is affected by it?
- How can we best identify and intervene early to support vulnerable children and their families before they enter the social care system?
- What are the risk factors for children’s involvement in serious violence and what interventions and approaches are most effective in reducing it?
- How effective are the Family Hubs pilots in improving outcomes for young children and their families? What works best to engage families and deliver services?
- Which parenting programmes are most effective?
- What are the long-term impacts on children’s developmental outcomes because of placements made under public law orders in care proceedings? Including care orders, placement orders, and special guardianship orders?
- How effective are child maintenance and associated policies at supporting separated families, encouraging family-based arrangements, reducing conflict and helping children and adults achieve better outcomes? And how does this differ by group?
- How can we better understand the impact of interventions delivered in the community? What timing and sequencing of services, interventions and support works to sustain positive outcomes for individuals? For example, accommodation; employment; relationship, family and peer support?
- What is known about drivers and barriers to parental engagement in their children’s education in the home? How can improvements in the home-learning environment mitigate the effect of disadvantage on pupils’ attainment?
- Which services, programmes and interventions are effective for improving parenting capacity and quality and the early years home learning environment?
- What are the causes, consequences and costs associated with parental conflict and family breakdown? What is effective in avoiding or mitigating parental conflict and for whom? How do parental characteristics including worklessness, low skills, lack of stable housing, ethnicity, parents in the perinatal stage, LGBTQ+, being (or having been) a member of the armed forces, mental health and parents with SEND children interact with conflict and influence what works?
- What works to address the change in parental attitudes towards attendance?