Identifying and developing inclusive policy and practice responses to health and social inequities in gender and sexually diverse persons require inclusive research ethics and methods in order to develop sound data. This article articulates 12 ethical principles for researchers undertaking gender and sexually diverse social, health, and related research. We have called these the ‘Montréal Ethical Principles for Inclusive Research.’ While writing from an international social work perspective, our aim is to promote ethical research that benefits people being researched by all disciplines. This paper targets four groups of interest: 1. Cisgender and heterosexual researchers; 2. Researchers who research ‘general’ populations; 3. and sexually diverse researchers; 4. Human ethics committees. This article was stimulated by the 2018 Global Social Work Statement of Ethical Principles, which positions human dignity at its core. It is critically important to understand and account for the intersectionality of gender and sexuality with discourses of race, ethnicity, colonialism, dis/ability, age, etc. Taking this intersectionality into consideration, this article draws on scholarship that underpins ethical principles developed for other minoritized communities, to ensure that research addresses the autonomy of these participants at every stage. Research that positions inclusive research ethics at its foundation can provide a solid basis for policy and practice responses to health and social inequities in gender and sexually diverse persons.

Transgender issues are under‐explored and marginalised within mainstream social work and social care professional practice. The experience of gender transition has a profound impact on the individuals who have diverse gender identities and their family members. We present findings from a systematic review of studies concerning the experiences of transgender parenting conducted during January–September 2017. We took a life course approach, examining the research studies that investigated the experience of people identifying as transgender, who were already parents at the time of their transition or who wished to be parents following transition. The review evaluated existing findings from empirical research on transgender parenting and grandparenting to establish how trans people negotiate their relationships with children following transition, and sought to consider the implications for professional practice with trans people in relation to how best to support them with their family caring roles. We used the Preferred Reporting Items for Systematic Review and Meta‐Analyses (PRISMA) method. Empirical studies published from 1 January 1990 to 31 April 2017 in the English language, and which had transgender parenting as a significant focus, were included in the review. Twenty‐six studies met the criteria. Key themes reported are: how trans people negotiate their relationships with children following disclosure and transition; the impact of parental transitioning on children; relationships with wider families; trans people's desires to be parents; and the role of professional practice to support trans families. We discuss how the material from the review can inform social work education and practice, including to help identify future research, education and practice priorities in this area.

The relationships between research, policy and practice in improving the mental and emotional well-being of looked after children are complex. There is a growing body of research that demonstrates that children in state care (or ‘looked after children’) are particularly vulnerable in terms of poor health and mental health outcomes. The current health and social care policy context is in the midst of tremendous change. Within this ‘modernisation agenda’ the mental health of looked after children has received welcome attention, and this in turn has stimulated a major expansion in specialist mental health services for looked after children across the UK. However, despite what we know about some of the problems looked after children face, we know very little about what is effective. Although the available evidence from research now gives a stronger indication about prevalence and identifiable risk factors for morbidity (or co-morbidity), it does little to assist in identifying what interventions are effective in improving mental health with this client group. Efforts now need to be made by practitioners, policy-makers and researchers to collectively concentrate on filling some of the gaps in our knowledge. This includes making better use of the evaluations of current services to inform the development of these services.

Purpose: The purpose of this paper is to set out the similarities and differences between the legal frameworks for safeguarding children and adults. It presents the case for developing a Transitional Safeguarding approach to create an integrated paradigm for safeguarding young people that better meets their developmental needs and better reflects the nature of harms young people face. Design/methodology/approach: This paper draws on the key principles of the Children Act 1989 and the Care Act 2014 and discusses their similarities and differences. It then introduces two approaches to safeguarding: Making Safeguarding Personal (MSP); and transitional safeguarding; that can inform safeguarding work with young people. Other legal frameworks that influence safeguarding practices, such as the Mental Capacity Act 2005 and the Human Rights Act 1998, are also discussed. Findings: Safeguarding practice still operates within a child/adult binary; neither safeguarding system adequately meets the needs of young people. Transitional Safeguarding advocates an approach to working with young people that is relational, developmental and contextual. MSP focuses on the wishes of the person at risk from abuse or neglect and their desired outcomes. This is also central to a Transitional Safeguarding approach, which is participative, evidence informed and promotes equalities, diversity and inclusion. Practical implications: Building a case for developing MSP for young people means that local partnerships could create the type of service that best meets local needs, whilst ensuring their services are participative and responsive to the specific safeguarding needs of individual young people. Originality/value: This paper promotes applying the principles of MSP to safeguarding practice with young people. It argues that the differences between the children and adult legislative frameworks are not so great that they would inhibit this approach to safeguarding young people.

This article argues for a transformation in the protection and safeguarding needs of young people during their transition between childhood and adulthood. In order to explore with local authorities how they would address some of these challenges, the authors facilitated four national workshops with principal social workers, senior and middle managers (n = 88) from approximately one-third of Local Authorities in England (n = 52) from both Children and Adult social services. Participants discussed enablers and barriers to local and regional approaches to transitional safeguarding at practice, managerial, strategic and multi-agency levels. Findings from the workshops showed many examples of commitment to improvement and change, despite funding constraints and system barriers. No single local authority had a coherent and comprehensive approach to Transitional Safeguarding. Although some partnerships had started to lead innovation, it was still too early to demonstrate any effective impact throughout all systems, including whether outcomes for young people had improved. Participants also emphasised that young people should be involved as key stakeholders in developing appropriate responses. The system changes required to improve Transitional Safeguarding practices are complex and involve a re-configuration of the ‘risk’ versus ‘rights’ paradigms that permeate societal responses to the protection of young people.