Background/Objectives: Vaccinating care home staff is essential to protect vulnerable residents by reducing infection risks and creating a safer care environment. However, vaccine hesitancy amongst staff remains a challenge, particularly since the COVID-19 pandemic raised concerns about side effects and vaccination mandates. This study examines how the pandemic influenced flu vaccine hesitancy amongst UK care home staff. Methods: Data were collected from the FluCare trials conducted over the 2021–22 and 2022–23 winter seasons to explore the impact of concurrent mandatory and non-mandatory COVID-19 vaccination policies on flu vaccine uptake. A total of 52 interviews (21 from the feasibility study and 31 from the randomised control trial) were conducted with care home managers and staff. Thematic analysis identified key themes shaping staff attitudes toward flu vaccination. Results: Four central themes emerged regarding the impact of the pandemic on staff attitudes and the contextual influences shaping vaccine hesitance: (i) tension between autonomy and morals in vaccination decisions; (ii) the COVID ‘craze’ and the displacement of the flu vaccine; (iii) the role of the COVID ‘craze’ in staff vaccine fatigue; and (iv) conspiracies, (mis)information, and the significance of trust. Psychosocial theories on decision making and health behaviour were used to further interpret the findings. Conclusions: Our findings suggest that post-COVID-19 interventions in care home setting should address the issues of autonomy, vaccine fatigue, and trust to enhance vaccine uptake. Understanding these factors could support more effective strategies to address hesitancy amongst care home staff in future vaccination campaigns.

Parenting programmes have traditionally been facilitated by mental health or social care professionals such as social workers or clinical psychologists. However, the Reflective Fostering Programme—a mentalization‐based, psychoeducational group intervention—was uniquely designed to be co‐facilitated by a foster carer and a social worker. Given this distinctive structure, there is limited insight into how these two roles function together as a facilitator pair, as well as how the programme's mentalization‐based approach creates specific challenges and opportunities for facilitators. This study examines the experiences of facilitators delivering the Reflective Fostering Programme, exploring both implicit and explicit factors that shape their capacity to facilitate—individually and collaboratively. Additionally, it investigates facilitators' perceptions of how foster carers engaged with them throughout the programme. Using thematic analysis of focus group discussions and interviews with facilitators ( n = six social workers; four foster carers), the study identified three themes: (1) experiencing mentalizing and having ‘lived’ experience; (2) social workers need support from their service to be good facilitators; and (3) building and managing facilitator roles and relationships. These themes highlight essential facilitation requirements, including facilitators being able to mentalize when delivering the Programme; a supportive relationship dynamic between co‐facilitators; and a supportive service context that equips acilitators to engage reflectively with carers. We discuss how these requirements should be considered in the selection and training of facilitators for group‐based interventions, particularly those designed to be co‐led by social workers and foster carers within the children's social care system. Trial Registration: ISRCTN 70832140.