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• Black men are significantly underrepresented in family-based research. • Children experience positive outcomes when they experience male caregiver-child relationships. • Strategies to engage Black male caregivers in family-based programming are presented. • Cultural sensitivity, highlighting the value and empowerment of Black men were effective. • Implementing strategies may reduce disparities and promote a positive representation of Black men. Black men are less likely to participate in research studies due to historical abuses and mistrust, which has consequences for various health issues, including research to improve the sexual health and well-being of young girls and women. This paper aims to present strategies from research staff on how to engage Black male caregivers in family-based research. After our five Black research team members (i.e., researchers, recruiters, facilitators, and community liaisons) recruited 30 Black male caregivers into one-on-one interviews, ten into focus groups, six into theatre testing of an intervention, and 20 more into the pilot intervention, interviews explored their experiences engaging the targeted population in research. Interview questions included asking what strategies were successful, what challenges occurred, and future recommendations to engage Black male caregivers in research. Audio recordings and written response data were analyzed using thematic analysis. Themes included: 1) empowering Black communities through fatherhood initiatives, 2) utlizing culturally sensitive and respectful recruiters, 3) highlighting the value of Black men, and 4) implementing study materials enhancing positive representations of Black men. Implementing strategies to include Black men in family-based health research has the potential to reduce health disparities in the United States and increase their representation across the literature. These strategies will equip researchers to engage in research with minority and structurally-systemically disadvantaged groups. [ABSTRACT FROM AUTHOR]

• Little research exists about young fostered children and their education. • Fewer fostered children attend centre based early childhood education. • Attachment theory focus may have led to 'security first' thinking by foster carers • Foster carers are often carrying out educational practices in their homes. • A large scale study of foster carers' educational roles and their impacts is needed. While the education of looked after children has attracted considerable policy attention in Europe and North America, and globally the early education of preschool aged children is the subject of substantial investment, the early education of young children in foster care is neglected in both research and policy. This paper is a cross-national think piece to stimulate research and debate about young children in foster care. We present findings from two studies, one in England and one in Sweden, exploring foster carers' views and practices with young children. We argue that there is a perceived tension, in foster care policy and practice, between education and emotional wellbeing such that young children's attachment relationships and sense of security is privileged over their engagement in educational practices. Attachment relationships are a necessary but insufficient condition for optimal development of fostered children. [ABSTRACT FROM AUTHOR]