Children’s right to participate has become internationally recognised and the early years are a pivotal phase for realising children’s rights. Knowledge of how young children can enact their right to participation in different environmental and educational contexts is important for improving and facilitating pedagogical practices around the world. The use of the natural environment for educational purposes has become increasingly popular in the Nordic countries, the UK, Australia and in the United States. In this article, we explore how children and staff experience children’s participation through play and everyday life in kindergartens that organise most of the days outside. In Norway they are referred to as nature kindergartens. The primary data sources are focus group interviews with 30 children and 20 staff members from six nature kindergartens in Norway. The results show that the open and fluid character of nature creates a dynamic space for children’s play, stimulates creativity and social inclusion, promotes responsibility, and facilitates generational interdependency. Staff promote and participate in children’s initiatives but refrain from introducing and controlling activities. We conclude that the environmental and educational contexts in nature-kindergartens offer a range of participative situations while questioning whether all children have the capabilities for required active engagement.

Based on a qualitative study, this article explores how Norwegian juveniles construct themselves through stories of everyday life in coercive residential care and how this is related to diverging discourses of the child's status in society. The findings reveal two dominant positions of identification: the autonomy position and the responsibility position, which are discussed as made possible by the child-as-citizen discourse. The article argues that juveniles' self-constructions primarily contrasts but also are intervened with the dominant discourse of the vulnerable child in social work. The article concludes that recognizing juveniles' in residential care as citizens implies a critical evaluation of practices inherent in the discourse of the vulnerable child.

Background and aims: Drug-related death (DRD) is a major public health concern in the Nordic countries, in the rest of Europe and in the US. After a DRD, approximately 10–15 next of kin will be left behind. People bereaved after sudden and unexpected deaths have a documented higher risk of reduced quality of life, daily functioning, and early death. It is important to know the resources professional helpers have available to them, the barriers and possibilities they face in their work, and how they can respond to the needs of the bereaved. This knowledge can help prevent severe health and social consequences of bereavement following a DRD. In this systematic review, the aim was to explore knowledge regarding professional helpers’ experiences of providing assistance to people bereaved after a DRD. Methods: Inclusion criteria were empirical studies of professional helpers’ first-person perspectives on meeting the bereaved after a DRD. Quantitative, qualitative, and mixed-method studies were included. Results: The results show that there are no studies addressing professional helpers’ experiences of providing assistance to the bereaved after a DRD. Conclusion: There is a vital need to develop more knowledge of professional helpers’ perspectives. This knowledge is important not only to improve education and the quality of health and social services, but also to help raise awareness of the bereaved after a DRD.