ABSTRACT The aim was to describe how inclusive research was perceived by participants in a reference group within the Swedish research programme Mental Health and Participation in Habilitation for Children and Adolescents with Disabilities. The experience of the reference group was explored through 10 interviews analysed with thematic analysis. Three themes were identified: (1) Information; (2) Motivation and (3) Participation. Inclusive research requires clear communication, defined roles, structural adaptations and addressing power dynamics. This study emphasises the importance of involving children and individuals with disabilities as well as their primary caregivers in research, ultimately making research more inclusive and representative.

ABSTRACT Developed by the United Nations Children's Fund (UNICEF) and collaborators, the Children's Climate Risk Index (CCRI) is an important global framework to assess and reduce the impact of climate risks on children. Reframing climate change as a child rights issue, the CCRI functions as an evidence‐based policy instrument to translate the normative principles of the Convention on the Rights of the Child into national and international actions. This article analyses the conceptual, methodological and policy features of the CCRI, alongside its integration with national and international policies and actions, including UNICEF's initiatives. It highlights the CCRI's potential to guide disaster risk reduction, social protection and education policies that empower children's resilience to climate risks. Some limitations of the CCRI, such as restricted institutional inclusiveness, limited child participation and data gaps, are also identified. Based on these findings, this article proposes future directions for strengthening the CCRI and calls for stronger scientific and policy efforts to advance child‐centred climate knowledge and governance.

ABSTRACT Children today spend a significant part of their leisure time on digital activities. Research highlights the risks and benefits of screen use in relation to children's health and well‐being. In recent years, the topic has gained increasing attention in both research and public debate, with opinions divided between advocating for restrictions or bans on screen use and cautioning that overly restrictive approaches may do more harm than good. To nuance and expand existing knowledge, it is important to include children's own perspectives and experiences of digital activities in their everyday lives. This study has a twofold aim. First, to explore how 9–11‐year‐old children experience their screen use during leisure time and second, to interpret these experiences through Hartmut Rosa's theoretical concepts of resonance, alienation and social acceleration, thereby situating children's screen use within a broader societal context. This qualitative study was conducted in Denmark and involved 15 days of participant observation and group interviews with 27 children in total. The children expressed ambivalence in relation to their digital activities during leisure time in two ways: (1) digital activities offer unlimited entertainment but also lead to boredom; (2) digital activities provide freedom and autonomy but also evoke a sense of dependence. Drawing on Rosa's theoretical concepts, digital activities, particularly those involving social interaction or those connected to other aspects of children's lives, can foster moments similar to experiences of resonance, while at other times they can contribute to alienation through experiences of boredom and addiction. Children's screen use during leisure time is a complex practice encompassing experiences of both resonance and alienation. To support children's health and well‐being, it is essential to critically examine and contextualise their digital engagement. These insights can inform research and practice aimed at fostering meaningful and resonant digital environments.

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

ABSTRACT Social inequality shapes society and influences how children grow up. This study explores how wealthy young individuals in Germany perceive social inequality, focusing on their awareness of both wealth and poverty. In‐depth interviews revealed that their understanding of poverty is relatively simplified, shaped largely by a lack of direct contact with those affected. While they have greater insight into the experience of growing up privileged, they do not identify as wealthy themselves and often express discomfort when reflecting on social disparities. Their views are shaped by personal experiences, such as encounters at school or in their social spaces, which often lead to negative attributions regarding wealth. Regarding poverty, attributions tend to emphasise material deprivation and draw on common social narratives. The findings suggest that interactions between adolescents from different socio‐economic backgrounds should be facilitated with care, as discussions around inequality can provoke discomfort and defensiveness.

The COVID-19 pandemic has caused disruptive changes across different life experiences essential to children's growth and development, including early childcare services and schools, thus threatening precious opportunities for children in early childhood to learn. The pandemic has also undermined the collaborative and alliance relationship between childcare services and families which has been widely considered an important aspect of modern services. This paper presents and discusses results from a mixed-method exploratory study with early childcare services for children between 0 and 6 years in Italy in 2021, involving both teachers and parents, to understand experiences, educational practices put in place in childcare services, feelings, resources and risks perceived by families and teachers.

Working with families living with child and adolescent‐to‐parent violence raises a number of challenges which were compounded during the Covid‐19 pandemic. In this article, UK umbrella organisation ‘Respect’ is used as a case study to explore how 10 practitioners navigated social, emotional and safeguarding concerns that occurred when transitioning to remote working. Engagement with children and young people proved difficult, especially for those with special education needs and/or disabilities. However, parental engagement with services increased. Practitioners were quick to adapt to the changing landscape of remote working; continually adapting their practice to otherwise unforeseen safeguarding and/or practical challenges.

This article discusses the unequal impact of Covid‐19 on the lives of the children of survivors of modern slavery, child victims of exploitation and children at risk of exploitation in the UK. It draws on research that has analysed the risks and impacts of Covid‐19 on victims and survivors of modern slavery. It explores how pandemic responses may have hindered these children's rights to education, food, safety, development and participation and representation in legal processes. It suggests that the pandemic should be used as an impetus to address inequalities that existed pre‐Covid‐19 and those that have been exacerbated by it.

The article explores child well‐being in Danish early childhood education and care (ECEC) during the time of COVID‐19. A phased reopening of Denmark occurred in spring 2020 under strict health guidelines. Two ECEC institutions were followed first‐hand to observe the impact of the pandemic on pedagogy and child well‐being. Observations and interviews were conducted with follow‐up interviews and an online survey a year later. The findings suggest that the pandemic caused pedagogues to work in a more child‐sensitive way with elevated staff/child ratios and children in small, fixed groups; however, child well‐being was not negatively affected, despite the acute situation