Advocating for Children Looked After: Promoting Positive Identities in Professional Practice by StellaSmith and Kerry‐AnnRawson, London and New York: Routledge, 2025. 154 pp. £26.99 (paperback). ISBN: 978‐1‐032‐71081‐5

This timely volume addresses the urgent need to centre positive identity formation for Children Looked After (CLA), emerging amid global calls to reform care systems that often reduce young people to their looked-after status. The authors contend that the term ‘Looked After Children’ (LAC) is dehumanising, and its use has been questioned by the children themselves, as it conveys that they are ‘lacking in some way’ (p. 2). Instead, the authors advocate using the term ‘Children Looked After’ (CLA). The book successfully fulfils its goal through the combination of theoretical rigour, empirical data and empathetic practice guidance. The main goal, which is to help professionals understand the unique identities, personal histories and lived experiences of CLA, is grounded in a child-first theoretical framework. Structured into 10 cohesive chapters, the work draws on the authors' intimate connections to the field, including Stella's role as an adoptive parent and Kerry Ann's personal ties to care-experienced children, as well as collaboration with frontline social workers and educators. Chapters 1–4 lay the foundation: They unpack CLA identity and inclusive terminology, examine how stigma and language shape self-perception, outline the holistic effects of Adverse Childhood Experiences (ACEs) and explore the neurodevelopmental strengths and challenges associated with trauma. Chapters 5–7 shift to relational and systemic themes: They analyse the role of secure attachments, unpack family dynamics and diverse care placement models and map how government legislation and policy reforms shape CLA's support systems. Chapters 8–10 focus on actionable practice: They define practitioners' roles as trusted advocates, outline trauma-informed and attachment-aware educational approaches and stress the value of continuing professional development (CPD) and reflective practice for improving care quality. A key strength lies in its ability to bridge theory and practice: Complex frameworks, such as ‘the PACE approach’ to emotion regulation, are made accessible via real-world case studies and reflective prompts (p. 48). This book truly lifts up CLA voices, boldly challenging negative stories and shaping a positive perspective. Its well-organised chapters, each with clear goals and main points, make it really easy and useful for busy professionals to incorporate into their work. The authors' critical engagement with dehumanising language also adds a vital layer of social justice to the discourse. The limitations mainly stem from its focus on the United Kingdom, with legislation and statistics specific to England, Scotland, Wales and Northern Ireland. This might make it less relevant for readers from other countries. Additionally, it offers only limited guidance for supporting marginalised CLA subgroups, such as LGBTQ+ youth or children with disabilities. A deeper dive into cross-cultural care systems would broaden its scope. Despite these limitations, Advocating for Children Looked After: Promoting Positive Identities in Professional Practice stands as an essential resource. It is particularly valuable for students of social work and education, as well as early-career practitioners seeking to move beyond transactional models of care towards identity-affirming practice. For any individual committed to advancing equity, dignity, and positive outcomes for care-experienced children and young people. Overall, this book represents a vital scholarly-practical synthesis that marries intellectual rigour with the necessary empathy to inform meaningful, transformative practice.