By Sophie Gillfeather-Spetere, Amy Watson

Designed for use by policymakers, practitioners, and advocates, this guide synthesizes findings from 20+ reports to outline key actions for consistent and effective policy responses supporting children and young people experiencing violence. It includes four principles that outline ways of working to underpin reform and eight priority areas for action. The report finds that policies and service systems are failing to meet the needs of children and young people, particularly those with a disability, Aboriginal and Torres Strait Islander children, those from culturally and linguistically diverse families, and LGBTQ+. The guide calls for significant policy and practice reforms that center children's and young people’s voices, acknowledge the profound and diverse impact of violence on their lives, and move away from a reactive system to one that prioritizes primary prevention.

 Four principles to underpin reform

1. There is no single experience of being a child or young person. When working to support the safety and wellbeing of children and young people we must use an intersectional approach.

2. Policy and service systems need to be rights-focused to avoid causing further harm.

3. Policy and system change needs to be supported by an authorising environment with supportive leadership, adequate resourcing, child-focused and DFSV-informed policies and procedures, and education and training.

4. The strengths, resilience, and resistance of children and young people should be recognized and incorporated into trauma-informed, strengths-based system responses.

Eight priority areas for action

1. Recognize the profound and diverse impacts of domestic, family, and sexual violence on children and young people.

2. Centre the voices, strengths, and needs of children and young people.

3. Prioritise primary prevention centring children and young people’s wellbeing and safety.

4. Acknowledge and act on Aboriginal and Torres Strait Islander peoples’ knowledge of what is best for their children.

5. Design and deliver holistic child-centred systems, policies, and supports.

6. Collaborate across systems to respond holistically to children and young people’s needs.

7. Invest in skill development in trauma- and domestic, family, and sexual violence-informed care across systems and services.

8. Share knowledge across services working with disability; domestic, family, and sexual violence; and children and young people.

Sydney: ANROWS- Australia's National Research Organisation for Women's Safety,  2024. 84p.

By Diane Marie Amann   

A ruling group at times takes certain children out of their community and then tries to remake them in its image. It tries to rid the child of undesired differences, in ethnicity or nationality, religion or politics, race or ancestry, culture or class. There are too many examples: the colonialist residential schools that forced settler cultures on Indigenous children; the military juntas that kidnapped dissidents’ children; and today’s reports of abductions amid crises like that in Syria. Too often nothing is done, and the children are lost. But that may be changing, as the International Criminal Court (“ICC”) is seeking to arrest Russian President Vladimir Putin and Commissioner for Children’s Rights Maria Lvova-Belova for the war crimes of unlawfully deporting or transferring children from Ukraine to Russia. This article examines the criminal phenomenon that it names “child-taking.” By its definition, the crime occurs when a state or similar powerful entity, first, takes a child, and second, endeavors, whether successfully or not, to alter, erase, or remake the child’s identity. Using the ICC case as a springboard, this article relies on historical and legal events to produce an original account of child-taking. Newly available trial transcripts help bring to life a bereft mother and five teenaged survivors, plus the lone woman defendant,  who testified at a little-known child-kidnapping trial before a postwar Nuremberg tribunal. Their stories, viewed in the context of the evolution of international child law, inform this article’s definition. These sources further reveal child-taking to be what the law calls a matter of international concern. At its most serious, child-taking may constitute genocide or another crime within the ICC’s jurisdiction. Yet even if circumstances preclude punishment in that permanent criminal court, child-taking remains a grave offense warranting prosecution or other forms of local and global transitional justice. This is as true for the Indigenous children of residential schools in North America, Australia, and elsewhere, and for children in Syria and many other places in the world, as it is for the children of Ukraine.   

University of Georgia School of Law Research Paper Series Paper No. 2023-10 

By Karen Sands-O’Connor

Exploring a history of activists writing for and about children of colour from abolition to Black Lives Matter, this open access book examines issues such as the space given to people of colour by white activists; the voice, agency and intersectionality in activist writing for young people; how writers used activism to expand definitions of Britishness for child readers; and how activism and writing about it has changed in the 21st century. From abolitionists and anti-colonialists such as Amelia Opie, Una Marson and Rabindranath Tagore; communist and feminist activists concerned with broader children’s rights including Chris Searle and Rosemary Stones; to Black Panthers and contemporary advocates for people of colour from Farrukh Dhondy to Len Garrison, Catherine Johnson and Corinne Fowler, Karen Sands-O’Connor traces how these activists translated their values for children of colour. Beginning with historical events that sparked activism and the first cultural products for children and continuing to contemporary activism in the wake of the Windrush Scandal, this book analyses the choices, struggles and successes of writers of activist literature as they tried to change Britain and British literature to make it a welcoming place for all child readers.

London: Bloomsbury Academic. 2022, 215pg.