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PurposeGlobalization has speeded the flow of development across borders, encouraging the movement of both labour and capital. Although it has been well‐documented that labour is less flexible than capital and that unskilled labour is disadvantaged by these trends, the impact of globalization on older workers has been largely ignored. The critical gerontology perspective can contribute through its focus on globalization's effects on labour market opportunities and social welfare benefits. This paper aims to address these issues.Design/methodology/approachThis is a theoretical paper on ageing.FindingsThis paper examines four issues faced by older workers in an international context in order to more fully understand the differential impact of globalization by age. First, the paradigm of globalization assumes a youthful labour force willing and able to relocate search of employment opportunities, criteria inapplicable to many older workers. Second, human capital inequalities produce differing opportunities for older workers to respond to economic changes. Third, existing social welfare provisions are relatively durable and likely to affect older people in complex ways. Fourth, varied levels of international development and life course possibilities produce differences between countries and regions.Originality/valueThis paper is original in highlighting how a lifetime of constraints placed upon older workers by their moral and political economies make their integration into the idealized global market difficult and pose larger questions about understanding the life course in a global context.

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In recent years, the number of children placed in child welfare programs has substantially increased. The familial, social, and mental health needs of this child population has been well documented. However, their educational status and needs have received less attention. This study examines the educational performance of children who are receiving services from an urban child care service agency, with an emphasis on family preservation and reunification. The participants for the study were 56 children (30 boys; 26 girls), ranging from first to eighth grade or between ages 6 and 15. Information on the educational performance of the participants was collected using the Educational Status Form, a 24-item questionnaire. Data included educational performance, attendance pattern, and family status. No relationships were reported between school performance and family status. The results of the study, limitations, future research needs, and the need for early intervention are discussed.