This article explores collaboration between health and education staff as a key aspect of educational provision for children with chronic medical conditions, drawing upon material from interviews with eight health professionals (paediatric nephrologists and specialist renal nurses) and 11 mainstream schoolteachers involved in the care and schooling of children with renal transplants. Notwithstanding the apparent existence of good practice, a complex interplay of attitudinal, institutional and wider political and economic factors is identified that is likely to undermine the effectiveness of collaboration between health and education professionals. The importance of hospital-school liaison -that is, of a proactive, preventative and hence systematic and strategic nature -is highlighted. Such findings have a particular relevance for policy and practice in the context of the current Every Child Matters agenda, and are likely to have wider applicability to the education of chronically-ill children at large.

Today, levels of mistreatment of children are internationally reported as having reached epidemic proportions. Throughout recorded history babies and young children have suffered acts of violence by parents, care providers and others. However, 'some believe that, for the first time in history, we are beginning to face the true prevalence and significance of child abuse' (Hopper, J. (2010). Child abuse. Statistics, research and resources. Retrieved December 10, 2011, from http://www.jimhopper.com). In this review of the literature, we will use ECVAN (early childhood violence, abuse and neglect) to refer to violence, abuse and neglect of children, birth to eight years, in harmony with the UN Convention on the Rights of the Child (1989). The review has been undertaken using a comprehensive series of data bases across all major disciplines which have regard to the heath, well-being and development of young children from birth to 8 years -and beyond wherever appropriate. The paper is guided by a socio-ecological model of contexts, participants and interactional complexity. There is no simple explanation for the abuse of young children -sometimes systemic in particular cultures -as there is no simple mechanism for the early identification of possible abusers and hence preventative practice. A wide range of contemporary research literature has enabled us to draw out significant issues related to abuse and abuse prevention. Central to all this we suggest is community engagement with the issue of child health, the establishment or refinement of public health policies and practices which through routine surveillance, parent support, education and multisectoral actions bring best practice to the fore within and on behalf of families and communities.

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Philip Garner, Senior Lecturer in Special Education at Brunel University, examines the views of a small group of students who have recently completed an initial teacher training course (primary). They raise concerns about the nature and extent of SEN coverage, both in college‐based work and in school placements, leaving many feeling unprepared to meet the demands of the Code of Practice.

Philip Garner, Professor of Special Education at Nottingham Trent University, continues the New Professors Series with an in‐depth evaluation of special educational needs programmes within teacher education.