This paper explores the emotional aspects of participation within social welfare contexts. The focus is on individual professionals, such as social workers and children’s rights workers and their articulation, management and negotiation of the emotional when working with children and young people. The institutions of welfare are also shown to be ambiguous in their approaches to participation. Lastly, the dimensions of power that are enacted in relations between professionals and children reveal some of the complex dynamics in this fraught area of social welfare policy and practice.

This article explores the dynamic field of children's participation and provides fresh insight into its construction within professional frameworks as well as within the social policy process. Protectionism, developmentalism, rights and managerialism are identified as significant discourses and this article explores their articulation and negotiation through policies. The argument is that the settlement reached represents a new configuration within policy frameworks relating to children where a version of children's rights is appropriated and mainstreamed. The interaction between children's rights, managerialism and professional discourses are illustrated with reference to policy and legislation.

This article reports the findings of a small study investigating the experiences of care experienced young people in relation to higher education in England. The findings are based on a literature review, interviews with young people studying at one University as well as interviews with University support staff. It also includes data from two focus groups with young people in care. The research shows that their success depends on a complexity of factors. In terms of support, young people did not benefit from unspecified and generalised help, but ongoing support that was relational, characterised by genuine concern, human warmth and knowledge of the young person. In addition, the research emphasises that supportive adults need to be non-judgemental, available and responsive in providing practical help as well as emotional support. These supportive adults, together with the provision of financial support, combined with the student's own agency, resilience, internal drive and determination, provide a powerful set of factors that underpin success within higher education for care experienced students. Additionally this research provides further testament to the importance of enduring and trusting relationships for children in care.

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