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In response to what are perceived as the negative consequences for children of family change over the past century, governments in the UK and the US have devoted substantial funds to programmes to strengthen families, but the focus of intervention in the two countries has moved in opposite directions. In the UK, financial support has shifted away from couple strengthening to parenting programmes, while in the US financial support has shifted substantially toward couple‐focused interventions. This review article summarises studies relevant to these policy choices. We present research evidence for a multidomain family risk‐child outcome model, and then describe the results of three studies using a randomised clinical trial design to examine the impact of intervention with couples on children's adaptation. The data support the hypothesis that interventions focusing on strengthening couple relationships may have a more positive impact on families and children than interventions that focus on increasing parenting skills.

Good housing is vital to the well‐being of children, but disabled children are widely suffering social exclusion and deprivation of life chances through housing adaptations that are not good enough. Whereas generous provision can do immense long‐term good, adaptations that do not allow for children's growth or development are a waste of time and money. National policy on adaptation has not so far addressed the particular needs of children. Under regulatory reform local authorities have a chance to leap ahead. A checklist to help with planning is offered.

The purpose of this paper is threefold: first, to understand how Filipino children perceive climate change; second, to determine how children themselves adapt to its impacts; and third, to identify the level of support available at the household, community, and city levels as children adjust to their changing environment.

A qualitative study was conducted in three peri-urban communities in Malolos, Philippines, looking at the perception and adaptation mechanisms of children in the face of climate change, using Lazarus and Folkman’s typology for children’s coping strategies in stressful situations. The support that children receive at the household, community, and city levels was also examined.

Climate change has impacted the daily lives of children, aggravating in particular the “everyday” and “invisible” risks of those who belong to poor households. In general, emotion-focused coping that hinges on denial or distancing did not seem to be prominent among children; many of them were rather pre-disposed to problem-focused coping as they try to cope with the impacts of climate change in their immediate environment. Unfortunately, however, interventions to mitigate the impacts of climate change on children at the household, community, and city levels were found to be lacking.

The selected communities do not represent the wide spectrum of localities in the Philippines. At best, findings from the small sample size provide only a snapshot of the conditions of children living in peri-urban areas.

The study points to the need for child-sensitive climate change adaptation at the household, community, and city levels to support the coping mechanisms of children.

The study adopts a multi-level approach at understanding the impacts of climate change on Filipino children and the interventions that they and other social institutions have undertaken in response thereto. Findings add empirical evidence to growing literature on the subject, especially in the context of the Philippines where academic studies on the matter remain scant.

Using data from a qualitative longitudinal sample of 31 non-traditional fathers-to-be interviewed in 2011 and then again in 2013, when the child was about 18 months old, we examine the relationship between prenatal anticipation and the development of ‘positive paternal involvement’ (i.e. an engaged, accessible and responsible type of fatherhood). We expect differences with regard to the antenatal development of a non-normative father identity to explain variations in subsequent paternal involvement. While there might be – and there often is – a discrepancy between fathers’ prenatal intentions and actual practices after childbirth, anticipating concrete needs and actively foreseeing particular paid work adaptations favour the development of a positive paternal involvement. Our analysis reveals the importance of anticipation during pregnancy – that is, the development of an identity as a father and of explicit plans for employment adaptations – in facilitating men’s greater implication in care. The empirical findings also show that non-traditional gender attitudes and favourable working conditions facilitate fathers’ involvement, yet are not enough in themselves to guarantee the development of a positive type of fatherhood covering the three noted dimensions of care. Achieving the latter in Spain will likely require the encouragement of shared parenting responsibilities through normative changes in workplaces, the revision of parental leave policies and the integration of fathers-to-be in prenatal education classes. Our research contributes to shedding new light on the elements that favour a positive paternal involvement, which has the potential to enhance both children’s well-being and gender equality.

In this chapter I address: (a) current perspectives on the teacher–student relationship; (b) assessment issues; and (c) the implications of early student-teacher relationships for school adjustment. While substantial progress has been made on the conceptualization and measurement of the teacher–child relationship construct, it is important to empirically establish the multidimensionality of the construct across the school years. Research that examines the perspectives of both teachers and children is also critically needed in light of growing evidence that the teacher–child relationship is crucial in the early school years. The evidence on the role of the teacher–student relationship on school adjustment indicates that low relational negativity seems to particularly benefit children who present with troubling behaviors early in school. However, the nature of the association between early school adjustment and the teacher–child relationship is far from conclusive. Attention to constructs that represent warmth, closeness, caring, and nurturance is needed for research to explore what aspects of these constructs might serve as buffers against adversity.

Sustainable food security at the household level is one of the emerging issues for all nations. It is expected that the patterns of household resilience factors and adaptation practices have a strong linkage with household food security. The purpose of this paper is to seek an effective technique of adaptation for food security and the required types of support for adaptation to food insecurity among the poor and low-income households in Malaysia.

This study was based on primary data that were collected in July-October 2012 through a questionnaire survey among 460 poor and low-income households from the Pahang, Kelantan, and Terengganu states of Malaysia. The samples were selected from E-Kasih poor household database based on a two-stage cluster random sampling technique. The study considered household food security as household food availability and food accessibility, and ran ordinal regressions to find out the linkages of household food security with household resilience factors, adaptation practices, and expected support for adaptation to food security.

The study concludes that several resilience factors and adaptation practices were statistically significant to household food security, and several external supports were statistically and significantly needed to ensure household food security. Therefore, to ensure sustainable household food security in Malaysia, the food security programs need to be integrated with sustainable development goals (SDGs) and climatic changes adaptation programs, and the involvement of relevant stakeholders are crucial.

This study is a pioneer work based on primary data that empirically measured the linkages of household food security with household resilience factors, adaptation practices, and expected support for adaptation to food security in Malaysia. This study also discussed some issues related to the climate change linkage, which would help future climate change research. The findings of the study will be beneficial for all the stakeholders, including policy makers related to the food security and climate change adaptation.

Purpose – This chapter describes the structure and environment of the Cougar Literacy Clinic, the theoretical framework, and the transferred and transformed knowledge and practices that support the constituents as a community of learners.

Theoretical perspective/methodology – Our research embraces theories of transfer and transformation, self-extending systems, intersubjectivity, social constructivism, social learning, and social cultural that helps to explain how children, families, teachers, other educators, administrators, professors, and community members learn and benefit through mutual interactions, as they find ways to help each other become better thinkers and decision makers. The data were categorized into four types of practices from the clinical experience that have transferred to and transformed the school and community. These categories of practices include assessment, instruction, coaching and consultation, and family–school–community literacy connections. The data analysis and interpretation demonstrate the importance of having a shared understanding regarding literacy development, learning, and teaching that enhances each member's intellectual and academic growth.

Practical implications – Our Cougar Literacy Clinic innovations, built on beliefs of shared understanding, can be a model for both existing and newly established clinics that are striving to transform the thinking of each member involved. During assessment practices, each of the constituents will learn to make informed decisions on the selection of assessments and analysis of assessment data, confidently identify their own and others strengths and needs, and provide constructive feedback. In the areas of instruction, reciprocal coaching, and family–school–community literacy connections, each of the constituents will learn to focus on strengths and prior knowledge, scaffold learning, and pose and respond to questions.

Given the backdrop of a global influx of refugees and high numbers of youth under the age of 18 among counts of forcibly displaced persons, this chapter examines the literature on educational experiences among resettled refugees in Western countries. Young refugees typically face a complex set of unique challenges and adversities including disruptions in their schooling, displacement, exposure to potentially traumatic events, and resettlement stressors. Youth and parent interactions with schools are influenced by linguistic and cultural differences, which can make it difficult to communicate and advocate for young refugees' educational needs. The chapter provides a review of educational literature on resettled refugee youth. We use a socioecological framework and offer a protective and promotive lens, including psychosocial issues, to consider for school-based prevention and intervention programs. The chapter builds upon Pastoor (2015), who advocated a holistic approach with refugee students in school-based settings.

The ever‐increasing diversity in family forms has provoked concerns in the UK about the instability of family life in the 21st century and promoted a plethora of policy initiatives aimed at strengthening families and supporting parents. This article explores the changes and continuities in family life and the implications for parenting and family policy. It argues that despite the immense diversity of family relationships, there is an enduring attachment to family ties and commitment. Understanding the inter‐relationships between risk and protective factors and how resilience may be fostered is critical, therefore, to the development of policies that can support families at times of stress.