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The following manuscript discusses existing disparities in educational access for students in rural, urban, and suburban areas. The paper aims to explore how policies, programs and practices can support fair and equitable outcomes for all students. Thorough review of current literature highlights disparities in educational equity. Case in point, students attending school systems in urban areas experience notable inaccessibility to quality resources, directly impacting student achievement scores (Banks & Maixner, 2016; Fabionar, 2020; Nygreen, 2013). While scholars suggest public education is available to all, one must also consider the quality and accessibility to students, regardless of their socioeconomic status or ethnicity. Student academic success is not solely contingent upon school attendance but is also impacted by access to quality education, support, and relationships outside the school building (Contreras, 2011). The manuscript provides best practice recommendations for addressing educational disparities and closing achievement and attainment gaps. The paper concludes with recommendations for future research to enhance educational access for all students. [ABSTRACT FROM AUTHOR]

While body image concerns and interpersonal violence exposure are significant issues for women, their interrelationship has rarely been explored. We examined the associations between severity of acute injuries, symptoms of posttraumatic stress disorder (PTSD), depression, and body image distress within a sample of predominantly African American victims of interpersonal violence (N = 73). Severity of body image distress was significantly associated with each outcome. Moreover, body image distress was a significant, unique predictor of depression but not PTSD severity. We recommend continued exploration of body image concerns to further integrated research on violence against women. [ABSTRACT FROM AUTHOR]