The development of looked-after children (LAC) is greatly ignored in early years research, with few interventions designed specifically to tackle the issues that may arise as a result of becoming a LAC. In the final instalment of this three-part series, the author discusses the importance of understanding the factors that may contribute to poorer social and emotional development for the LAC than their peers. She hopes that greater understanding will enable practitioners to provide better support to LAC where the odds have been stacked against them.