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Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this 'new' vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies.

Child neglect is a problem that presents many challenges to learning and teaching in schools. Children are unable to learn if their basic needs are not met. Neglect is the second most common reason for a child to be on a child protection plan in Wales. Given the universal nature of their provision within the community, and the prevalence of neglect, schools are well-placed to notice and intervene early and provide support to children that promotes their health and wellbeing. In fact, staff in schools have the opportunity to observe children's behaviours, and their interactions with other pupils and family members up to five days a week over an extended period of time. However, little is known about the specific ways in which staff in schools respond to neglect and what factors help them to provide effective school-based support to families. This paper presents findings from thirty interviews with staff in six mainstream primary and secondary schools in Wales. Findings identify three factors that support neglect-practice within the school-setting (1) a whole-school proactive approach to child neglect; (2) a positive learning and development environment for staff members; and (3) relationships between staff and the child(ren)'s family.

Background/purpose: This paper investigated the relationship between childhood trauma and psychological resilience in preschool teachers. The study also determined whether psychological resilience depended on age. Materials/methods: The study adopted a correlational survey model. The sample consisted of 268 preschool teachers. Data were collected using a demographic characteristics questionnaire named the Childhood Trauma Questionnaire (CTQ-33), and the Adult Resilience Measure (ARM-R). Results: The study's results showed that higher CTQ-33 emotional abuse, emotional neglect, sexual abuse, and total CTQ-33 subscale scores have correspondingly lower ARM-R total and subscale scores. The results also showed that higher physical abuse, physical neglect, and overprotection-overcontrol subscale scores have correspondingly lower ARM-R relational resources, personal resources, and familial resources subscale and total ARM-R scores. There was no correlation found between the CTQ-33 physical abuse, physical neglect, and overprotection-overcontrol subscale scores and the ARM-R cultural and contextual resources subscale scores. The results showed that age did not affect the participants' ARM-R subscale or total scores. Conclusion: The study's results revealed a negative correlation between childhood trauma and psychological resilience. Age did not affect psychological resilience levels.

Prior to the COVID-19 pandemic, 44% of elementary-aged students reported experiencing adverse childhood experiences, while 13% reported experiencing three or more (Blodgett & Lanigan, 2018). During the COVID-19 pandemic, parents faced many hardships such as economic and health disparities. This resulted in an influx of reported and presumably unreported adverse childhood experiences. The most reported experience included child neglect and psychological maltreatment (Sonu et al., 2021). While not seen as popular in the media and literature, the impact of psychological maltreatment is more severe than any other form of abuse (Hines, 2020). This paper will discuss the current conceptual findings, legal definitions, theoretical underpinnings, policy and practice implications as it relates to child neglect and psychological maltreatment of elementary-aged children.

Childhood exposure to adversity and its consequences is a significant public health challenge. Schools are beginning to understand the impact of adverse childhood experiences (ACEs) and some schools are considering screening for ACEs. However, dissemination of the ACEs screener and subsequent interventions may lead to challenges and iatrogenic outcomes for students if caution is not taken. This paper examines key considerations, including ethical and legal guidelines, surrounding screening for ACEs within the school system. Through conceptual analysis, the National Association of School Psychologists Principles for Professional Ethics are examined in conjunction with educational law regarding ACEs screening. Additionally, key considerations and limitations such as whether the screener captures trauma rather than adversity, the use of parents as informants, racial inequities, and potential stigma of conducting ACEs screening in schools are addressed through the integration of ACEs scholarship. Recommendations and alternative solutions for school districts seeking to address ACEs within their student population are provided in support of trauma-sensitive schools.

Signs of Safety is a strengths-based approach to work with children and families where there are concerns about abuse or neglect. Signs of Safety is widely used in the UK and internationally, and there is a growing range of empirical research exploring its use within statutory children's social work. However, there is little research exploring how, and to what effect, Signs of Safety is being used by other childcare professionals. This paper reports on an independent evaluation of the use of Signs of Safety by an early help agency in the South West of England. At time of evaluation, the agency was commissioned by the local authority to support children and families with multiple and complex needs who did not meet the threshold for statutory children's social care involvement. The study was multiple methods with two strands. To better understand the work that the agency did, data were collected from case files, to develop a profile of families engaging with the agency. Interviews were undertaken with five practitioners about their experiences of using Signs of Safety. Saliency analysis was used to explore the qualitative data. Overall practitioners felt that Signs of Safety was accessible, supported clear communication with children and families and aided critical reflection. However, existing tensions--relating to statutory threshold decisions and multi-agency relationships--were reflected and magnified via the Signs of Safety tools. The implications of these findings are discussed, providing original insights about an issue highly relevant to national and international audiences.