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Introduction: The aim of this study was to gain consensus among young people with a stoma due to inflammatory bowel disease (IBD) on the priorities for the content of an intervention for the self‐management of stoma‐related distress. The current identification and management of distress in young people with a stoma is often suboptimal in clinical settings and there is a need for improved support resources. Methods: Two consensus group meetings were carried out via online video conferencing, using nominal group technique. Participants generated, rated on a Likert scale and discussed, topics for inclusion in a future self‐management intervention. Results: Nineteen young people, aged 19–33, with a stoma due to IBD took part in one of two group meetings. Participants were located across England, Scotland, and Northern Ireland. Twenty‐nine topics were generated by participants, seven of which reached consensus of ≥80%, that is, a mean of ≥5.6 on a 7‐point Likert scale. These were: receiving advice from young people with lived experience of stoma surgery; advice on/addressing concerns about romantic relationships, sex and intimacy; information about fertility and pregnancy related to stoma surgery; stoma 'hacks', for example, useful everyday tips regarding clothing, making bag changes easier and so forth; reflecting on and recognising own emotional response to surgery; tips on managing the stoma during the night; and processing trauma related to the illness and surgery journey. Conclusions: Findings extend previous research on young people's experiences of stoma surgery, by generating consensus on young people's priorities for managing distress related to surgery and living with a stoma. These priorities include topics not previously reported in the literature, including the need for information about fertility and pregnancy. Findings will inform the development of a self‐management resource for young people with an IBD stoma and have relevance for the clinical management of stoma‐related distress in this population. Patient or Public Contribution: Three patient contributors are co‐authors on this paper, having contributed to the study design, interpretation of results and writing of the manuscript. The study's Patient and Public Involvement and Engagement advisory group also had an integral role in the study. They met with the research team for four 2‐h virtual meetings, giving input on the aims and purpose of the study, recruitment methods, and interpretation of findings. The group also advised on the age range for participants. The views of young people with a stoma are the central component of the study reported in this paper, which aims to gain consensus among young people with an IBD stoma on their priorities for the content of a resource to self‐manage distress related to stoma surgery. [ABSTRACT FROM AUTHOR]

Introduction: Associations between structural inequalities and health are well established. However, there is limited work examining this link in relation to mental health, or that centres public perspectives. This study explores people's experience and sense‐making of inequality in their daily lives, with particular consideration of impacts on mental health. Methods: We conducted a peer research study. Participants had to live in one of two London Boroughs and have an interest in inequalities and mental health. Using social media, newsletters, local organisations and our peer researchers' contacts, we recruited 30 participants who took photos representing their experience of inequality and discussed them during semi‐structured interviews. Data were analysed using reflexive thematic analysis. Results: Three themes were identified in this study: (1) inequalities are unjust, multilayered and intertwined with mental health. Accounts demonstrated a deep understanding of inequalities and their link to mental health outcomes, describing inequalities as 'suffering' and 'not good for anyone'. Financial, housing, immigration and healthcare problems exacerbated poor mental health, with racism, gender‐based violence and job loss also contributing factors for both poor mental health and experiences of inequality; (2) inequalities exclude and have far‐reaching mental health consequences, impacting personal sense of belonging and perceived societal value and (3) moving forwards—addressing long‐standing inequality and poor public mental health necessitated coping and resilience strategies that are often unacknowledged and undervalued by support systems. Conclusion: Lived experience expertise was central in this study, creating an innovative methodological approach. To improve public mental health, we must address the everyday, painful structural inequalities experienced by many as commonplace and unfair. New policies and strategies must be found that involve communities, redistributing resources and power, building on a collective knowledge base, to coproduce actions combatting inequalities and improving population mental health. Patient or Public Contribution: This study was peer‐led, designed and carried out by researchers who had experiences of poor mental health. Six authors of the paper worked as peer researchers on this study. [ABSTRACT FROM AUTHOR]

Effective conservation decisions rely on accurate survey data, but methods can be resource‐intensive and risk false negative results. Presence of the threatened hazel dormouse (England, UK) is typically confirmed by looking for its nest in survey tubes, over a 6‐month period. As an alternative, environmental DNA (eDNA) surveys have proven benefits in efficiency and accuracy for other taxa, but generally rely on the extraction and amplification of DNA from water, soil or sediment, which are not yet dependable samples for rare terrestrial mammals like the hazel dormouse.At a known occupancy site, paper‐lined survey tubes were used to capture a DNA sample. Like other species of rodent, the hazel dormouse excretes urine freely, and this was highlighted by ultraviolet torch, swabbed from the paper, extracted and hazel dormouse eDNA amplified by quantitative polymerase chain reaction (qPCR).Hazel dormouse presence was confirmed in this way in three out of 50 tubes within 8 days. Detection by conventional nest survey occurred on day 63 when a hazel dormouse nest was found in a single survey tube. We calculate that amplification of eDNA left behind in tubes increased survey efficiency here at least 12‐fold.Synthesis and applications. In this study we demonstrate that eDNA swabbed from a clean substrate placed in survey apparatus can significantly hasten the detection of a rare species. This method has the potential to broaden the application of eDNA to other terrestrial vertebrates, including surveys at large spatiotemporal scales. Beyond presence/absence, the non‐invasive DNA sample could also offer insights into sex ratio, abundance, behaviour and population genetics. [ABSTRACT FROM AUTHOR]

This paper examines how the spaces through which legal trials take place shape attitudes towards justice. There has been a growing academic interest in the role of courts in configuring the relationships between trial participants and consequently reproducing pre‐established hierarchies of power. This paper builds on this work to consider the spatiality of trials from the perspective of a particular group of court users: defendants. Drawing on qualitative data drawn from a longitudinal study conducted in prisons in England and Wales, the paper examines how defendants perceive trial spaces, exploring in particular how such insights expand beyond the narrow focus on the courtroom to draw in experiences of transportation, holding cells, bodily restrictions, and the provision of food. In doing so, we seek to contribute to debates concerning penal consciousness, whereby the subjectivity and embodiment of individual participants illuminate differential experiences of the material and legal nature of trial processes. The paper concludes by emphasising how a focus on penal consciousness can help to address perceptions of the injustice of trial outcomes while improving the accessibility of courts. There has been a growing academic interest in the role of courts in configuring the relationships between trial participants and consequently reproducing pre‐established hierarchies of power. This paper builds on this work to consider the spatiality of trials from the perspective of a particular group of court users: defendants. Drawing on qualitative data drawn from a longitudinal study conducted in prisons in England and Wales, the paper examines how defendants perceive trial spaces, exploring in particular how such insights expand beyond the narrow focus on the courtroom to draw in experiences of transportation, holding cells, bodily restrictions, and the provision of food. [ABSTRACT FROM AUTHOR]

In the late 19th century, British women were struggling to enter the dental profession. From a young age, Lilian Lindsay was determined to become a qualified dentist. This paper describes her struggles and successes in attaining her goal, which was reached in 1895 when she became the first, female, qualified dentist. The paper then continues to highlight her subsequent career. [ABSTRACT FROM AUTHOR]

This paper examines ideas about mental health, wellbeing and school education to illustrate important issues in the relationship between mental health and education. The Covid crisis has amplified the pre‐existing mental health problems of children and young people in England and recognition of the opportunities in schools to address these. The paper gives an overview of child and adolescent mental health services and how they position the role of schools. It examines prominent concepts of mental health and their relationship to wellbeing, setting this in a discussion of 'mentally healthy' schools, mental health in special educational needs and whole‐school approaches. This analysis shows how the relationship between mental health and wellbeing has not been adequately worked out, using this as the basis for arguing for the dual‐factor mental health model which separates mental illness/disorder from wellbeing as two related dimensions. The paper then translates the dual‐factor model into a two‐dimensional framework that represents the distinctive but related aims of school education (wellbeing promotion) and mental health services (preventing, coping, helping mental health difficulties). This framework involves a complex conception of wellbeing, with schools playing an important role in promoting wellbeing (beyond emotional wellbeing), tiered models and establishing school‐wide social emotional learning. It is about a whole‐school curriculum approach that involves considering what is to be learned and how it is taught. It contributes to a more nuanced concept of wellbeing that has a place for meaningful learning and challenge. [ABSTRACT FROM AUTHOR]

The use of targeted additional funding for school‐age education, intended to improve student attainment, is a widespread phenomenon internationally. It is slightly rarer that the funding is used to improve attainment specifically for the most disadvantaged students – often via trying to attract teachers to poorer areas, or encouraging families to send their children to school. It is even rarer that funding is used to try and reduce the attainment gap between economically disadvantaged students and their peers, and almost unheard for the funding to be intended to change the nature of school intakes by making disadvantaged students more attractive to schools. These last two were the objectives set for Pupil Premium funding to schools in England. The funding started in 2011, for all state‐funded schools at the same time, so there is no easy counterfactual to help assess how effective it has been. The funding is a considerable investment every year and it is therefore important to know whether it works as intended. This paper presents a time series analysis of all students at secondary school in England from 2006, well before the funding started, until 2019, the most recent year for which there are attainment figures. It overcomes concerns that the official attainment gap between students labelled disadvantaged and the rest is sensitive to demographic, economic, legal and other concurrent policy changes. It does this by looking at a stable group of long‐term disadvantaged students. It is argued that this group would have attracted Pupil Premium funding if it had existed in any year and under any economic conditions. After 2010, these long‐term disadvantaged pupils became substantially less clustered in specific schools in their first year and throughout their remaining school life. This improvement cannot be explained by economic or other factors used in this paper, and so it looks as though the Pupil Premium has been effective here. The picture for the attainment gap at age 16 is more mixed. It is partly confused by changes in the grading of assessments in 2014 and again from 2016. The reasons why the improvements are less clear than at primary school are discussed, and they involve the nature of evidence available to secondary schools to help them improve the attainment of their most disadvantaged students. [ABSTRACT FROM AUTHOR]

Background: Globally, it is estimated that one in three adults live with two or more long‐term conditions (multiple long‐term conditions, MLTCs), that require self‐management. People who experience socioeconomic deprivation face significant health inequalities due to a range of interrelated characteristics that lead to a lack of resources and opportunities. Previous research with underserved populations indicate low levels of trust towards primary care providers and potential barriers for developing patient‐healthcare professional relationships. The purpose of this paper is to explore the barriers and facilitators to self‐managing MLTCs, amongst people who experience socioeconomic deprivation. Methods: Semistructured one‐to‐one interviews with adults (n = 28) living in London and Sheffield, United Kingdom with MLTCs who are experiencing socioeconomic deprivation. Participants were recruited through general practices, community channels and social media. Data were analysed in NVivo using reflexive thematic analysis methods. Findings: Four analytical themes were developed: (1) challenges in accessing healthcare services, financial assistance, and cultural awareness; (2) empowerment and disempowerment through technology, including digital exclusion, and use of technology; (3) impact and causes of exclusion on self‐management, including social isolation, area‐based and economic exclusion, and health‐related stigma and (4) adapting self‐management strategies, including cost‐effective, and culturally/lifestyle appropriate strategies. Conclusions: Future health interventions and services need to be developed with consideration of the combined complexities of managing MLTCs while experiencing socioeconomic deprivation. Increased awareness in practitioners and commissioners of the complexities surrounding the lives of people experiencing socioeconomic deprivation, and the need for targeted strategies to promote self‐management of MLTCs are of great importance. Patient or Public Contribution: A patient advisory group contributed to all stages of the study, including providing important feedback on study documents (topic guides and recruitment materials), as well as providing critical insights surrounding the interpretation of interview data. [ABSTRACT FROM AUTHOR]

Introduction: In England, primary care networks (PCNs) offer opportunities to improve access to and sustainability of general practice through collaboration between groups of practices to provide care with a broader range of practitioner roles. However, there are concerns that these changes may undermine continuity of care. Our study investigates what the organisational shift to PCNs means for continuity of care. Methods: The paper uses thematic analysis of qualitative data from interviews with general practitioners and other healthcare professionals (HCPs, n = 33) in 19 practices in five PCNs, and their patients (n = 35). Three patient cohorts within each participating practice were recruited, based on anticipated higher or lower needs for continuity of care: patients over 65 years with polypharmacy, patients with anxiety or depression and 'working age' adults aged between 18 and 45 years. Findings: Patients and clinicians perceived changes to continuity in PCNs in our study. Larger‐scale care provision in PCNs required better care coordination and information‐sharing processes, aimed at improving care for 'vulnerable' patients in target groups. However, new working arrangements and ways of delivering care in PCNs undermine HCPs' ability to maintain continuity through ongoing relationships with patients. Patients experience this in terms of reduced availability of their preferred clinician, inefficiencies in care and unfamiliarity of new staff, roles and processes. Conclusions: New practitioners need to be effectively integrated to support effective team‐based care. However, for patients, especially those not deemed 'vulnerable', this may not be sufficient to counter the loss of relationship with their practice. Therefore, caution is required in relation to designating patients as in need of, or not in need of continuity. Rather, continuity for all patients could be maintained through a dynamic understanding of the need for it as fluctuating and situational and by supporting clinicians to provide follow‐up care. Patient and Public Involvement (PPI): A PPI group was recruited and consulted during the study for feedback on the study design, recruitment materials and interpretation of findings. [ABSTRACT FROM AUTHOR]

Accounting for the values placed on nature by the public is key to successful policies in reversing ongoing biodiversity declines. However, biodiversity values are rarely included in policy decisions, resulting in poorer outcomes for people and nature.Our paper addresses an important evidence gap related to the non‐availability of values for appraising large‐scale policies and investment programmes for species recovery and habitat improvement at the national level.We use a stated preference choice modelling approach to estimate household preferences and Willingness to Pay for species recovery and habitat improvement over a wide range of habitats in England.The framing of our stated preference study is crucial to the evidence we develop. Within the study, we define species recovery as incremental improvements to habitat quality and present respondents with choices between conservation policy options that improve different habitat types. We then use the response data to estimate values for habitat quality improvements, and the associated improvements to species presence and abundance. We are thus able to estimate economic benefits for 'wild species recovery' simultaneously across a wide range of habitat types.Willingness to pay values for habitat improvement was found to be highest for improvements from 'moderate' to 'full' species recovery by 2042; and for habitat types which have relatively low current extents in England, such as lowland fens.Policy Implications: biodiversity policy designers can make use of stated preference methods to guide decisions over which aspects of biodiversity targets to focus more resources on, since this enables policy to reflect public preferences, and thus engages higher public support for conservation. In our specific data and context, this implies prioritising the restoration of species recovery to high levels and focussing resources on scarcer rather than more abundant habitat types. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Climatic changes can cause unpredictability in flood regimes that traditional flood risk management (FRM) approaches may struggle with. Therefore, flood resilience is seen as a supplementation to these approaches, putting a larger emphasis on flood acceptance and minimising consequences. An (emergent) group contributing towards flood resilience is civil society. This paper examines how civil society contributions can be furthered and guided in the Netherlands as well as exploring potential limitations in doing so. To achieve this, England is used as a good practice example due to a more developed and defined role for civil society being present here. Data were collected on both actual (England and the Netherlands) and potential (The Netherlands) civil society contributions. These were compared to identify potential avenues for Dutch civil society contributions to flood resilience that can be further investigated. The research shows that the most promising avenues are improving advocacy from citizens, improving local flood awareness and developing relationships between FRM authorities and existing citizen groups that can be harnessed and mobilised to support flood resilience. Additionally, the research also provides insights into potential limitations for transferring resilience approaches from one context to another beyond the cases discussed in this publication. [ABSTRACT FROM AUTHOR]

Background: When parents bring their child to appointments and then adhere to agreed speech and language therapy (SLT) recommendations, there is the potential to increase the intensity of the intervention, support generalization and improve outcomes. In SLT, however, little is known about factors that may promote attendance or adherence. Studies in other clinical areas such in medicine, psychology and physiotherapy have identified risk factors for non‐attendance or non‐adherence that are multifactorial and variable dependent on, for example, population and intervention. Aims: To identify rates of non‐attendance and non‐adherence, and to identify parent or child factors associated with parent involvement in intervention for children under 5 years of age receiving SLT. Methods: Parents completed questionnaires at two time points assessing the domains of parents' beliefs (problem perceptions, self‐efficacy), personal circumstances (socio‐demographics, family functioning), treatment experience and child factors. Predictors of parent attendance and adherence were identified through multiple regression analyses. Non‐attendance rates were identified via local health records and non‐adherence ascertained using a specific parent‐reported measure within the treatment experience domain. Results: Participants (N = 199) were predominantly mothers, and were ethnically and socio‐economically diverse, speaking a wide range of languages. Their children presented with a range of speech, language communication needs (SLCN). The rate of non‐attendance was 25% and the main predictors of non‐attendance were maternal age, education level and two factors within the parent beliefs domain. This model explained 40% of the variance in attendance. The rate of non‐adherence in this cohort was 26% with parental rating of the importance of a recommendation and self‐efficacy beliefs predicting adherence; this explained 56% of the variance in adherence to SLT recommendations at home. Conclusions & Implications: Our research has provided preliminary evidence of the influence of parents' beliefs, personal circumstances and treatment experiences on their involvement in their child's therapy. Speech and language therapists should consider factors impacting attendance and adherence to treatment and explore parental perceptions of their child's SLCN before embarking on an intervention, a foundation for collaborative practice. A possible limitation of this study is that the levels of attrition in our sample led to generally high measured rates of participation, which should be considered in future studies. Future research should explore adherence in treatments with varying doses, with different types of SLCN or interventions and in different settings. WHAT THIS PAPER ADDS: What is already known on the subject: It is acknowledged that parent involvement in their child's therapy, such as attending and adhering to recommendations, is important but little is known about the rates of involvement and what factors may be associated with attendance and adherence in SLT. Qualitative research has explored parental involvement suggesting that beliefs about an intervention may be pertinent. Extensive research in other clinical areas suggest multiple and varied factors are influential and further exploration of particular populations and interventions is necessary. What this paper adds to the existing knowledge: This study identified rates of parental non‐attendance and non‐adherence in a cohort of predominantly mothers of children under the age of 5 years. It is the first study to measure parent adherence in SLT and identify factors that are associated parental adherence to SLT recommendations. It adds to the small body of SLT specific research in understanding risk factors for non‐attendance. What are the potential or actual clinical implications of this work?: This study highlights the need for a speech and language therapist to consider and explore parents' perspectives of their child's SLCN as a part of achieving collaboration with a parent in order to achieve the best outcomes. It provides a foundation for further systematic research into parent involvement with the ultimate aim of enhancing outcomes for children with SLCN. [ABSTRACT FROM AUTHOR]

This paper focuses on the use of emancipatory research principles in archival research and contends with the suitability of academic conventions that characterise ethical practice when the research goal is to elevate the voices of marginalised historical groups. Drawing on a case study of Le Court Cheshire Home, England (1948–1975) to address a critical gap in the literature, I highlight some ethical dilemmas I encountered when working at the nexus of historical geography and geographies of disability. This paper demonstrates what an emancipatory research approach means for an archival study of disability, using examples to illustrate how ethical decisions impacted all stages of the research design and the write‐up of findings. I argue that ethics should not be envisaged solely as an approval process completed at the project's outset. Rather, the explorative nature of archival research necessitates that ethics should be an iterative undertaking, with archival sources having the potential to shape both the content and conduct of the research. The paper uses a case study of Le Court Cheshire Home to explore research ethics and the applicability of emancipatory research principles for an archival study of disability. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities face health disparities, including in high‐income countries such as the United Kingdom, despite publicly funded healthcare. This paper describes the healthcare system in England (a nation of the United Kingdom) for the general population, and more specifically for people with intellectual disabilities. Key legislation that impacts the lives of people with intellectual disabilities, such as the UK Equality Act 2010 (https://www.legislation.gov.uk/ukpga/2010/15/contents), the Mental Capacity Act 2005 (https://www.legislation.gov.uk/ukpga/2005/9/contents), and the UN Convention on the Rights of Persons with Disabilities, and its implementation in the United Kingdom, is discussed. The role of deinstitutionalization and the shift to living in the community for people with intellectual disabilities is also discussed. Programmes that have been implemented to address the health disparities experienced by people with intellectual disabilities are reviewed. Finally, the recent changes to healthcare organization in the UK, the COVID‐19 pandemic, and the implementation of the Valuing People white paper are discussed. [ABSTRACT FROM AUTHOR]

The Becoming Breastfeeding Friendly (BBF) in Great Britain study was conducted during 2017–2019 comprising three country studies: BBF England, Wales and Scotland. It was part of an international project being coordinated during the same period by the Yale School of Public Health across five world regions to inform countries and guide policies to improve the environment for the promotion, protection and support of breastfeeding. This paper reports on the application of the BBF process that is based on an implementation science approach, across the countries that constitute Great Britain (England, Wales and Scotland). The process involves assessing 54 benchmarks across eight interlocking gears that drive a country's 'engine' towards a sustainable policy approach to supporting, promoting and protecting breastfeeding. It takes a consensus‐oriented approach to the evaluation of benchmarks and the development of recommendations. This paper provides a critical overview of how the process was conducted, the findings and recommendations that emerged and how these were managed. We draw on critical theory as a theoretical framework for explaining the different outcomes for each country and some considerations for future action. Key messages: Undertaking an international, comparable approach to develop evidence‐based policy recommendations for scaling up the breastfeeding environment can provide useful data on which to draw explanations and conclusions on national variation.The findings from the BBF process across England, Scotland and Wales suggest that improving breastfeeding in Great Britain is dependent on the degree of political will and having a coordinated national breastfeeding strategy in place or not, along with access to robust breastfeeding data.A critical theory lens helps to bring to light some differences in the research and policy process that can explain differences between countries in the United Kingdom. [ABSTRACT FROM AUTHOR]

A growing interdisciplinary literature examines the role of hair textures and styles in Black and mixed‐race women's identity performances. Through an analysis of travel narratives, this paper extends and complements research on the context‐dependency of racialized identity performances. This paper presents an analysis of 24 qualitative interviews with Black and mixed‐race women in England and Germany. The question it seeks to answer is: 'How do changes in context alter Black and mixed‐race women's hairstyling practices as a performance of identity?' Navigating a novel context could lead the women to (1) conform to local standards of beauty and femininity, (2) resist external expectations, (3) try out novel performances and (4) negotiate the complex performance of belonging. All in all, this paper shows that Black and mixed‐race women dialogically re/negotiated and performatively re/created how they identify and how they are identified by others as they moved from one context to another. [ABSTRACT FROM AUTHOR]

The views of the children and young people experiencing Extended School Non‐Attendance difficulties are scarcely represented in the literature. This systematic literature review provides a much needed overview of the existing research evidence through a detailed synthesis of the lived experiences of persistently non‐attending young people, using a meta‐ethnographic approach. Ten qualitative, UK‐based papers were selected and analysed, each of which focused specifically on the direct views of school non‐attenders. Using Noblit and Hare's seven‐step approach, the analysis generated seven themes: (1) difficult relationships with peer group; (2) inconsistent relationships with and support from adults; (3) negative experiences of school transition; (4) negative experiences of learning in school; (5) emotional wellbeing and mental health needs; (6) others' negative perceptions of the individual's needs; (7) personal beliefs about attendance. Through reciprocal translation of these themes, the overarching higher‐order concept was developed relating to the impact of a sense of school belonging. The implications of this review include an enhanced emphasis on the need to gather young people's views early and to use their preferred terminology when discussing their difficulties. While outside the scope of this paper, further research should look to the translation into policy and practice in this area. [ABSTRACT FROM AUTHOR]

This paper reports on data that is part of a wider evaluation of a small‐scale project that offers support to parents, children and families affected by alcohol and substance use. Using semi‐structured interviews and a focus group, the data in this paper explore mother's sense making of their substance use and their experiences of various professional interventions which have helped or hindered their personal journeys of recovery. Mothers' narratives suggested a self‐critical inner dialogue conceptualized as shame. Fear of stigma and a sense of shame derived from historical abuse and had a profound effect on how mothers perceived themselves and how they negotiated a web of professionals involved in their lives. Community projects with a focus on understanding mothers and their needs, and not the risk they posed to their children, were considered most supportive. Interventions working within a non‐judgemental and empathetic framework that fostered the importance of relationships and connection had a greater impact on mothers' long‐term recovery goals. [ABSTRACT FROM AUTHOR]

In this paper, I call for geographers to engage further with a so far under‐explored concept of the socio‐ecological imagination, which I define as a variant of political‐geographical imagination(s) concerned with envisioning (and progressing) the transformation of relationships between human society and the rest of the planetary environment. In response to escalating ecological breakdown, and a recent surge in environmental movement mobilisation(s) led in many places by young people, this paper seeks to contribute to expanding understandings of the socio‐ecological imagination, drawing on interviews and participant observation with young environmental activists in the North East of England. The paper performs two major tasks. First, through analysing the ways in which the environmentalists narrate their imaginaries of socio‐ecological transformation(s), it is argued that dominant oppositional tendencies within participant narratives result from a tension between antagonistic and imaginative forms of transformative politics. Second, the paper explores in more depth the main forces constraining the imagination of alternative socio‐ecological futures, proposing three major interconnected barriers that emerge from the environmentalists' narratives: crisis lock‐in; colonisation of the social imaginary; and dualistic temporal imaginaries of transformation. In sum, I suggest that these barriers warn of an imaginative gap between our current social reality and just and sustainable futures, driven by structural and psychological pressures faced by activists in the current era of multi‐dimensional crisis. Bridging this gap can be aided by a greater engagement of geographers and environmental movements with a socio‐ecological imagination and a processual understanding of space–time. [ABSTRACT FROM AUTHOR]

Despite a history of critique, concentrated discussion and improved assessment processes, neglect continues to be a major challenge for child protection services. This paper draws on findings from a government‐commissioned analysis of 'serious case reviews' (SCRs) in England, arising from incidents of serious child abuse in 2017–2019. There were 235 cases, for which 166 final reports were available. Alongside a quantitative analysis of the whole cohort, we undertook an in‐depth qualitative analysis of 12 cases involving neglect. A key challenge in responding to neglect in its different forms is that it can be so widespread amongst families that practitioners no longer notice its severity or chronicity – it becomes normalised. In this paper we explore two dimensions of the 'paradox of neglect' where it seems to be everywhere and nowhere simultaneously. The first is that neglect is so closely bound up with the prevalence of poverty that little action is taken to address it. The second is that the overwhelming nature of neglect can blind practitioners to other forms of maltreatment that may also be present within a family. Practitioners, now more than ever, need to recognise the dimensions of this paradox to protect children from neglect. [ABSTRACT FROM AUTHOR]

The debates about what are the most effective ways to teach young children to learn to read have been described as 'the reading wars'. In 2022 the research published in a paper by Wyse and Bradbury (2022) stimulated widespread attention including in the media. Wyse and Bradbury concluded on the basis of four major research analyses that although systematic phonics teaching was important the approach in England to synthetic phonics was too narrow and therefore in need of improvement. In 2023 the paper was the subject of a critique by Greg Brooks (2023). This paper responds to Brooks' critique by providing new information about the nature of the responses to the paper to contextualise Brooks' response. It is concluded that Brooks' response includes too many errors, and is too selective, to be regarded as a robust and reasonable critique. It is argued that the nature of Brooks' approach to criticism only serves to entrench the reading wars, and raises ethical considerations about the nature of the attack on Wyse and Bradbury (2022). Context and implicationsRationale for this studyThis paper responds to Greg Brooks' (2023) criticisms of Wyse and Bradbury (2022).Why the new findings matterIt is important that the erroneous views expressed in Brooks (2023) are corrected because the debates about reading have important consequences for young children's education.Implications for practitioners, policy makers, researchersUnderstanding the most effective ways to teach reading is important for children's education worldwide. Research is a source of vital knowledge about what are the most effective ways to teach reading. Interpreting research findings accurately and in a balanced way in order to make recommendations about curriculum policies and classroom practice is vital to ensure that any such recommendations are well justified. Imbalanced and erroneous accounts risk non‐optimal teaching and educational policies, and hence negative consequences for children's learning. [ABSTRACT FROM AUTHOR]

In recent years sexualised drug use, usually referred to as chemsex, has become the object of intense media health‐related panic and increasing academic scrutiny. Critical social scientists have challenged pathologising perspectives, analysing the socio‐cultural and political economy dimensions of chemsex. Against the silence of geographers in this emerging field, the paper develops a geographical relational analysis of chemsex, focusing on the experiences of gay men living with HIV in two Italian cities (Bologna; Milan) and Italian gay men living with HIV in three English cities (Leicester; London; Manchester). Demonstrating the constitutive role of place in the practice of chemsex, the paper frames place relationally, that is, as the encounter between here and there, the material and the virtual, imagined geographies and lived spaces. To emphasise the central role of place and geographical knowledge to understand chemsex, the paper builds on 'weak theory', as it conceives things as open, entangled, connected and in flux, while focusing on ordinary practices and heterogeneity in more‐than‐human worlds. Showing how chemsex represents an embodied, relational geographical encounter among different human and non‐human actors, places (both physical and digital), imaginations and desires, the paper highlights the role of sexual practices in the relational construction of place‐making, therefore calling for an increased engagement with sex itself within the field of geographies of sexualities. The paper introduces a relational geographical perspective to the analysis of chemsex. Demonstrating the constitutive role of place in the practice of chemsex, the paper frames place relationally, i.e. as the encounter between here and there, the material and the virtual, imagined geographies and lived spaces. The paper calls for an increased engagement with the materiality of sex within the field of geographies of sexualities. [ABSTRACT FROM AUTHOR]

This paper explores findings from a study with 150 young people (aged 12‐21) across England, which employed qualitative focus groups and arts‐based methods to investigate young people's experiences of digital image‐sharing practices. In this paper, we explore how gendered pressures to send nudes experienced by girls is a form of Image‐Based Sexual Harassment (IBSH) and how pressures upon boys to secure nudes and prove they have them by sharing them non‐consensually is Image‐Based Sexual Abuse (IBSA). In addition, we argue boys' sending nudes (dick pics) non‐consensually is a form of image based sexual harassment, which can be compounded by harassment of girls to send nudes back. We look at the gendered nature of combined practices of Image‐Based Sexual Harassment and Abuse (IBSHA) and how sexual double standards create sexual shaming and victim blaming for girls who experience IBSHA. We also explore young people's perspectives on their digital sex and relationship education and their suggestions for improvement. We conclude by arguing that schooling policies and practices would benefit from adopting the conceptual framework of IBSHA. We suggest this would be a good first step in better supporting young people in managing and negotiating digital gendered and sexualized consent, harms, and risks. [ABSTRACT FROM AUTHOR]

This paper argues that the crisis of post‐politics has sparked an authoritarian turn in spatial planning in England. The proposed reform of the English planning system in 2020 is a defining moment, marking not only the failure of consensus‐seeking politics in governing dissents but also the rising authoritarian responses to fix it. This is manifest in the intensification of state control, strengthening of executive power, and decline of democratic institutions, with a shift of emphasis from techno‐managerial to executive‐punitive practices, and from seemingly consensual to openly antagonistic approaches. This drift to authoritarianism has been justified by invoking a "state of exception," whereby the established rules and procedures are displaced by the appeal to "exceptional" circumstances, such as emergencies, national securities, and global pandemics. We draw on a case study of shale gas "fracking" in England to show how authoritarianism has crept into planning processes through changes in legislation, reconfiguration of rules, rescaling of decision‐making, and shrinking of democratic spaces. We discuss the role of a "political moment" in the politicisation of fracking, arguing that the return of the political has engendered antagonistic and exclusionary practices, rather than the agonistic pluralism that planning scholars have called for. In managing planning conflicts, consent, compromise, and co‐option are increasingly complemented or replaced by discipline, control, and explicit exclusion. Instead of denying, neutralising, or suppressing antagonism by calling for consensus, authoritarian politics exaggerates it by establishing frontiers between legitimate and non‐legitimate voices of dissents. The paper concludes by emphasising that the authoritarian turn can only offer a contingent and fleeting solution to the failure of post‐political planning to deliver neoliberal pro‐growth goals. It cannot eradicate the crisis of legitimacy in planning, nor can it foreclose the political struggle for fixing its meaning and purpose. This paper argues that the crisis of post‐politics has sparked an authoritarian turn in spatial planning in England, and that the proposed reform of the English planning system in 2020 is a defining moment that marks the failure of consensus‐seeking politics in governing dissents and the rising authoritarian responses to fix it. We draw on a case study of shale gas "fracking" in England to show how authoritarianism has crept into planning processes through changes in legislation, reconfiguration of rules, rescaling of decision making, and shrinking of democratic spaces. [ABSTRACT FROM AUTHOR]

Introduction: Co‐production with communities is increasingly seen as best practice that can improve the quality, relevance and effectiveness of research and service delivery. Despite this promising position, there remains uncertainty around definitions of co‐production and how to operationalize it. The current paper describes the development of a co‐production strategy to guide the work of the ActEarly multistakeholder preventative research programme to improve children's health in Bradford and Tower Hamlets, UK. Methods: The strategy used Appreciative Inquiry (AI), an approach following a five‐step iterative process: to define (Step 1) scope and guide progress; to discover (Step 2) key issues through seven focus groups (N = 36) and eight in‐depth interviews with key stakeholders representing community groups, and the voluntary and statutory sectors; to dream (Step 3) best practice through two workshops with AI participants to review findings; to design (Step 4) a co‐production strategy building on AI findings and to deliver (Step 5) the practical guidance in the strategy. Results: Nine principles for how to do co‐production well were identified: power should be shared; embrace a wide range of perspectives and skills; respect and value the lived experience; benefits should be for all involved parties; go to communities and do not expect them to come to you; work flexibly; avoid jargon and ensure availability of the right information; relationships should be built for the long‐term; co‐production activities should be adequately resourced. These principles were based on three underlying values of equality, reciprocity and agency. Conclusion: The empirical insights of the paper highlight the crucial importance of adequate resources and infrastructure to deliver effective co‐production. This documentation of one approach to operationalizing co‐production serves to avert any misappropriations of the term 'co‐production' by listening to service users, stakeholders and other relevant groups, to develop trust and long‐term relationships, and build on the learning that already exists amongst such groups. Patient or Public Contribution: The work was overseen by a steering group (N = 17) of individuals, both professional and members of the public with experience in undertaking co‐production, and/or with some knowledge of the context of the two ActEarly field sites, who provided regular oversight and feedback on the AI process. [ABSTRACT FROM AUTHOR]

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups ('setting') in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. [ABSTRACT FROM AUTHOR]

In modern knowledge‐based societies human capital is the single most important determinant of regional inequalities in productivity and standards of living. Using a newly constructed data set that allows the analysis of educational attainments at different levels of geography, this paper evaluates spatial inequalities and the degree of convergence in the distribution of human capital across areas in England and Wales during the second decade of the 21st century. Our results show this was a period characterised by a large increase in educational attainment and skill intensity. However, the growth in skill intensity was far from uniform across space. In particular, we find strong evidence of both absolute σ‐divergence and β‐convergence in the distribution of skills. Thus, even if low‐skill areas grew on average more than other areas with higher skill intensity at the start of the period, the stochastic dominance analyses provide strong evidence of an unambiguous increase in absolute inequalities so that by end of the decade the skill gap between low‐ and high‐skill areas had significantly widened. We present new spatial and aspatial evidence that sheds light on those inequalities and the changes in the spatial configuration of human capital over the last decade. Despite the implementation of policies aimed at reducing regional inequalities, many low skill areas struggled to attract talent so that the gap with most skilled areas widened over that period likely contributing to the persistence of the well‐documented large spatial economic inequalities in this country. [ABSTRACT FROM AUTHOR]

Utilising new empirical research this study adapts an existing literature‐based competency framework into a hierarchy of competencies needed for education middle managers in England to be effective in their role. The study involved a national survey (n = 164) of further education middle managers and is the first quantitative study investigating the role since 2002. The original contribution of the study is the development of a new ladder of competencies for education middle managers which outlines a suggested ordering of competency development with due consideration to prior training and qualifications. This can enable an improved approach to recruitment, selection and development of education middle managers. The paper presents parameters for consideration when developing competency frameworks for roles more widely which include: prior training, experience, expectations, and challenges of the post‐holder as well as the external working environment. It highlights the value of such considerations and demonstrates the importance in paying due regard to them. [ABSTRACT FROM AUTHOR]

The article focuses on the ministerial change in the Department for Education (DfE) in England following the end of Liz Truss's premiership. It provides information about the new ministerial team members, their roles, and their previous experiences. It also discusses Gillian Keegan's priorities as the new Education Secretary, the decision to discontinue the Schools Bill, and its potential impact on the SEND Green Paper proposals.

Background: Early intervention is essential healthcare for stuttering, and the translation of research findings to community settings is a potential roadblock to it. Aims: This study was designed to replicate and extend the Lidcombe Program community translation findings of O'Brian et al. (2013) but with larger participant numbers, incorporating clinicians (speech pathologists/speech anlanguage therapists) and their clients from Australia and England. Methods & Procedures: Participants were 51 clinicians working in public and private clinics across Australia (n = 36) and England (n = 15), and 121 of their young stuttering clients and their families. Outcome measures were percentage of syllables stuttered (%SS), parent severity ratings at 9 months post‐recruitment, number of clinic visits to complete Stage 1 of the Lidcombe Program, and therapist drift. Outcomes & Results: Community clinicians in both countries achieved similar outcomes to those from randomized controlled trials. Therapist drift emerged as an issue with community translation. Speech and language therapists in England attained outcomes 1.0%SS above the speech pathologists in Australia, although their scores were within the range attained in randomized trials. Conclusions & Implications: Community clinicians from Australia and England can attain Lidcombe Program outcome benchmarks established in randomized trials. This finding is reassuring in light of the controlled conditions in clinical trials of the Lidcombe Program compared with its conduct in community practice. The long‐term impact of therapist drift in community clinical practice with the Lidcombe Program has yet to be determined. WHAT THIS PAPER ADDS: What is already known on the subject: The Lidcombe Program is an efficacious early stuttering intervention. Translation to clinical communities has been studied with one Australian cohort. What this paper adds to existing knowledge: A larger translation cohort is studied, comprising community clinicians and children in Australia and England. What are the potential or actual clinical implications of this work?: Community clinicians from Australia and England can attain Lidcombe Program outcome benchmarks established in randomized trials. This finding is reassuring in light of the controlled conditions in clinical trials of the Lidcombe Program compared with its conduct in community practice. [ABSTRACT FROM AUTHOR]

Centering the identity‐related impact of spatial structures and physical environments in shaping the sense of being and belonging of people in the diaspora is a key decolonial feminist project for and within psychology. This paper presents an ethnographic study that combines observations at three Black hair salons in England with a total of 25 qualitative interviews with Black women (n = 18) and experts such as hairdressers (n = 7). The question this study seeks to answer is: ''How are Black women's racial identities constructed, structed and shaped by and through their interactions with and navigation of the Black hair care and beauty landscape in England?" This paper shows that participants reflected on the navigation of space as an identity‐relevant experience. Moreover, racial identity construction happens in place through encounters and socio‐spatial interactions and Black women's ways of seeing, being, and inhabiting the world. Lastly, this paper argues the centrality or marginality of Black hair salons is relative, dependent upon the location and situatedness of the person searching or visiting it. This paper thus highlights avenues for future research into the space‐ race‐identity nexus and invites an examination of the identity‐related significance that spatial arrangements carry for people in the diaspora. [ABSTRACT FROM AUTHOR]

Teaching children to read is one of the most fundamental goals of early years and primary education worldwide, and as such has attracted a large amount of research from a range of academic disciplines. The aims of this paper are: (a) to provide a new critical examination of research evidence relevant to effective teaching of phonics and reading in the context of national curricula internationally; (b) to report new empirical findings relating to phonics teaching in England; and (c) examine some implications for policy and practice. The paper reports new empirical findings from two sources: (1) a systematic qualitative meta‐synthesis of 55 experimental trials that included longitudinal designs; (2) a survey of 2205 teachers. The paper concludes that phonics and reading teaching in primary schools in England has changed significantly for the first time in modern history, and that compared to other English dominant regions England represents an outlier. The most robust research evidence, from randomised control trials with longitudinal designs, shows that the approach to phonics and reading teaching in England is not sufficiently underpinned by research evidence. It is recommended that national curriculum policy is changed and that the locus of political control over curriculum, pedagogy and assessment should be re‐evaluated. The video abstract for this article is available at https://youtu.be/bJImJ79JKNI. Context and implicationsRationale for this studyTeaching children to read is one of the most important elements of primary education because it is fundamental to children's educational development. For this reason it is vital that the teaching of reading, and curriculum policies on reading, are informed by robust research.Why the new findings matterIf children are not being taught to read in the most appropriate way, because curriculum policy and teaching practices are not informed sufficiently by robust research evidence, then children's education will not be as effective as it should be.Implications for practitioners, policy makers, researchersThe outcomes of the survey of teachers in England, and the new analysis of systematic reviews and meta analyses, and randomised controlled trials with longitudinal designs, reported in the paper show the need for changes to the teaching of reading and to national curriculum policy on the teaching of reading.The teaching of phonics and reading in curriculum policy and practice should more closely reflect the evidence that contextualised teaching of reading, or balanced instruction, is the most effective way to teach reading. [ABSTRACT FROM AUTHOR]

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a case‐by‐case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. [ABSTRACT FROM AUTHOR]

The global increase in extreme weather events in recent years has spurred political scientists to examine the potential political effects of such phenomena. This paper explores effect of flooding on electoral outcomes and offers evidence that the impact of adverse events varies with changes in political context. Using a difference‐in‐differences identification strategy to analyse three consecutive general elections in the United Kingdom (2015, 2017 and 2019), the paper finds variability in partisan electoral benefit from one election to the next that calls into question the blind retrospection and rally‐round‐the‐leader explanations which are often advanced to account for electoral reactions to natural disasters. Instead, changing party positions on environmental issues appear to account more convincingly for shifts in electoral support in response to flooding. This suggests that parties can derive benefit from, or be punished for, the positions they take on environmental issues when extreme weather events affect citizens. [ABSTRACT FROM AUTHOR]

Heritage sites and places are often mobilized to represent a group's identity and sense of place and belonging. This paper will illustrate how heritage and museum visiting, as a leisure activity, facilitates or impedes recognition and redistribution in direct and indirect ways. Drawing on extensive qualitative interviews with visitors to 45 heritage sites and museums in the USA, Australia, and England, the paper demonstrates the importance of emotions in mundane struggles over recognition and misrecognition. How emotions uphold or challenge investments in heritage narratives are examined. The paper argues that heritage and heritage‐making is a valuable focus of analysis that reveals the nuances of how people sustain or impede claims for recognition and redistribution. [ABSTRACT FROM AUTHOR]

Public responses to an 'upward trend' in recorded dog theft offences in England and Wales led to the creation of the Pet Theft Taskforce in May 2021, followed by a policy paper recommending the development of a new 'pet abduction' offence. Despite this, the experiential nature of dog theft, what impact this has on victims, and how they go about searching for their stolen dogs have been overlooked. Building on interdisciplinary research on dog theft, and wider literature on the impact of absence and loss on human victims, this paper explores the experiential dimension of this crime and the spatial and temporal practices of search/ing. Drawing on 15 semi‐structured interviews with victims of dog theft (10) and community resolution groups (5), key themes emerged from our analyses: (i) more‐than‐human families and (ii) spatial and temporal practices of search/ing. The dogs in this study occupy an absent presence, their bodies not visibly present but occupying a space in the minds and words of their humans. From the realisation of loss through to ongoing searches to possible reunite, participant experiences are filled with emotions that reflect a traumatic experience and 'ambiguous absence'. With expectations of police support rarely met, victims started physically searching themselves, moving from the local to regional and national, while connecting with animal professionals and community resolution groups. Virtual space was seen as vital, with social media amplifying the virtual presence of specific stolen dogs. Conceived as a more‐human‐focused animal geography, the research brings together an empirical example at the potential intersection of animal geographies and policing. The experiential evidence in this paper suggests changes to organisational practices (standardised police approach; centralised microchip database; mandatory microchip‐scanning by animal professionals) and national government policy interventions ('pet abduction' offence) might have a positive impact on victim experiences. [ABSTRACT FROM AUTHOR]

Paid carers play an important role in helping older adults with care needs to remain living in their own homes. This paper examines changes in the home care field, specifically the emergence of self‐employed care entrepreneurs ('microentrepreneurs'). To do this, it employs Bourdieu's concepts of field, capital and habitus. Drawing on 105 semi‐structured interviews with stakeholders working in home care, the paper describes how the interaction of changes to field structures, and altered practices of care have challenged the taken‐for‐granted acceptance of traditional, transactional forms of care provision. This process has been highly dependent on local state actors, their ability to mobilise relevant forms of capital and the factors which shaped their habitus. It should be seen within the context of changes to local field structures and the hierarchical classification processes which underpin them. These changes threaten the distribution of capital in the home care field in ways that are beneficial to microentrepreneurs. Bourdieu might categorise these developments as 'partial revolutions', which do not challenge the fundamental axioms of the field. However, for care entrepreneurs, formerly employed as low‐paid home‐care workers, a revolution that is only partial may be better than none at all. [ABSTRACT FROM AUTHOR]

This paper examines the participation of children and young people within government consultation processes. It considers the recent Department for Education consultation on its statutory guidance for schools for Relationships and Sex Education in England. The paper is based on a Freedom of Information request for the consultation responses categorised as from 'young people'. We identify two issues in our interrogation of the data. First, there is evidence that a substantial proportion of responses were not submitted by young people. Second, the consultation approach did not include all the features necessary for meaningful consultation. We consider the implications for the youth consultation on policy matters that affect them. [ABSTRACT FROM AUTHOR]

Drawing on the notion of generative mechanisms as constitutive rules, this paper advocates a shift away from the notion of routines as sources of ongoing change and towards a rule‐based understanding of routines as institutional facts. While the recent practice turn to routines studies has highlighted sources of endogenous change, this paper adopts a Critical Realist stance to investigate exogenous forces that account for the emergence of a new routine. To this end, the paper endeavours to analyse the passing of new legislation in the criminal justice system of England and Wales. By examining what makes the rules of the game change between the Police and the Crown Prosecution Service, the paper explains an instance of institutionalisation in the making. Theoretical and practical implications are discussed. Our contribution stresses that constitutive rules play a pivotal role for recognising, identifying and labelling organisational routines, thus generating order, stability and patterning. [ABSTRACT FROM AUTHOR]

Austerity policies have affected local government for over a decade challenging their financial resilience to cope with further financial shocks. Using a financial resilience framework, this paper examines whether lower tier authorities behave in the same way as their higher tier counterparts when it comes to financial resilience to shocks. From a detailed field study of three lower tier (district) authorities in English local government, it is concluded that they do not have the capacity to 'Bounce Forwards'. They can only 'Bounce Back' in the short term and even that is becoming increasingly difficult. [ABSTRACT FROM AUTHOR]

Summary: In this paper, we examine unintentional dwelling fire injuries during the period 2006 to 2016 in Merseyside, in the North West of England. Overall, it appeared that deprivation was a significant factor in unintentional fire injuries over the period studied, with 52% of fire injuries occurring in areas with the highest level of deprivation. Males and females appeared equally likely to be injured in an unintentional dwelling fire, however, males were twice as likely to be injured in an alcohol and drug‐related fire incident, or injured attempting to fight a dwelling fire than females. In terms of the age profile of those injured in unintentional dwelling fires, the group with the highest level of fire injuries was the elderly (29% of injuries), followed by those aged 25 to 45 (28% of injuries), then those aged 45 to 65 (23% of injuries), then young persons (aged up to 24) (20% of injuries). [ABSTRACT FROM AUTHOR]

Watchful waiting is a concept that is traditionally not associated with severe and enduring mental illness. This paper, however, boldly argues that the concept could be used as a ground‐breaking and accessible antidote to the perceived inequality experienced by black service users experiencing both mild and severe mental illnesses in England. The novel concepts proposed in this paper are not intended to be consensual, but rather uncompromising to provoke critical thinking in mental health practice. A conceptual framework for watchful waiting in mental health is suggested. [ABSTRACT FROM AUTHOR]

Mixed‐ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed‐ability grouping in the education literature, particularly in terms of its impact on students' experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students' perceptions and experiences of mixed‐ability grouping in physical education (PE). Enactment theory acknowledges that school decisions about grouping policy are impacted by wider education policy and other contextual influences, and that the expression of grouping policies in specific subjects and classrooms is navigated and negotiated by students as well as teachers. The paper draws on data from in‐depth, semi‐structured focus groups with 41 Year 10 (aged 14–15) students in a mixed‐gender secondary school in England to explore the different ways in which students are positioned and position themselves in the enactment of mixed‐ability grouping in PE. Findings reveal many contextual factors, including ability and gender discourses, school and subject cultures, and the broader policy context, influencing students' positioning and learning experiences in mixed‐ability PE. The discussion explores distinct differences in the enactment of mixed‐ability grouping in PE in Key Stage 3 (aged 11–14) and Key Stage 4 (aged 14–16) and identifies students as enthusiasts, critics, entrepreneurs and copers in grouping policy enactment. The study affirms the need for educators and professionals to critically engage with the construct of ability, and in turn mixed‐ability grouping policies and pedagogic practices in PE. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 pandemic impacted on the provision of care and routine activity of all National Health Service (NHS) services. While General Practitioner referrals to memory services in England have returned to pre‐pandemic levels, the estimated dementia diagnosis rate (DDR) fell by 5.4% between March 2020 and February 2023. Methods: In this paper we explore whether this reduction is accurate or is an artefact of the way the NHS collects data. Results: We explore the processes that may have affected national dementia diagnosis rates during and following the COVID‐19 pandemic. Conclusions: We discuss what action could be taken to improve the DDR in the future. Key points: Despite General Practitioner (GP) referrals to memory services in England returning to levels seen before the pandemic, there was a decline of 5.4% in the estimated dementia diagnosis rate (DDR) from March 2020 to February 2023.This paper explores the factors which may have affected the national DDR reduction. These include a backlog in dementia referrals, a reduction in coding of diagnoses, or a decrease in true dementia prevalence secondary to excess COVID‐19 deaths which has yet to be reflected in the DDR denominator.Further work is suggested to accurately capture dementia prevalence in the United Kingdom (UK). These include an up‐to‐date multicentre population‐based cohort study and adjusting the DDR denominator for factors known to affect dementia susceptibility such as deprivation, rurality, and ethnicity. [ABSTRACT FROM AUTHOR]

Peer‐Assisted Learning Strategies (PALS) is a class‐wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co‐creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co‐creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co‐creation. For example, in England, field notes, informal conversations and interviews were utilised for co‐creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good 'fit' for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese‐speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research‐based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the involvement of key stakeholders is important for the successful implementation of a reading programme. Highlights: What is already known about this topicPeer‐Assisted Learning Strategies (PALS) for reading is an effective evidence‐based supplementary whole‐class paired reading programme to support children's reading skills.PALS follows principles of explicit and systematic instruction that are consistent with the science of reading.PALS is a culturally responsive practice that teaches children to take turns reading and listening, whilst providing each other with supportive and corrective feedback. What this paper addsAcknowledges that programmes need to be carefully adapted for each new context to ensure they are suitable.Describes cross‐cultural approaches to co‐creation with educators in the design and implementation of a reading programme.Describes approaches to expanding access to a successful reading programme by implementing PALS in a variety of languages and cultures, which may promote literacy skills for emerging bilinguals. Implications for theory, policy or practiceProgrammes will not always directly translate from one context to another; changes might be needed and thus consultation with educators in educational settings are important.Understanding the theoretical underpinnings of reading programmes can add to success but to be used in practice need to ensure it fits within the educational context without diluting the core elements.Effects of peer‐mediated learning conducted in a structured and systematic way show promise to be robust across languages and cultures. [ABSTRACT FROM AUTHOR]

Background: Speech and language therapists and nurses need to work together to keep patients with swallowing difficulties safe throughout their acute stroke admission. Speech and language therapists make recommendations for safe swallowing following assessment and nurses put recommendations into practice and monitor how patients cope. There has been little research into the everyday realities of ongoing swallow safety management by these two disciplines. Patient safety research in other fields of healthcare indicates that safety can be enhanced through understanding the cultural context in which risk decisions are made. Aims: To generate new understanding for how speech and language therapists (SLTs) and nurses share information for ongoing management of swallows safety on stroke units. Methods & Procedures: An ethnographic methodology involving 40 weeks of fieldwork on three stroke wards in England between 2015 and 2017. Fieldwork observation (357 h) and interviews with 43 members of SLT and nursing staff. Observational and interview data were analysed iteratively using techniques from the constant comparative method to create a thematically organized explanation. Outcomes & Results: An explanation for how disciplinary differences in time and space influenced how SLT and nursing staff shared information for ongoing management of swallow safety, based around three themes: (1) SLTs and nurses were aligned in concern for swallow safety across all information‐sharing routes; however, (2) ambiguity was introduced by the need for the information contained in swallowing recommendations to travel across time, creating dilemmas for nurses. Patients could improve or deteriorate after recommendations were made and nurses had competing demands on their time. Ambiguity had consequences for (3) critical incident reporting and relationships. SLTs experienced dilemmas over how to act when recommendations were not followed. Conclusions & Implications: This study provides new understanding for patient safety dilemmas associated with the enactment and oversight of swallowing recommendations in context, on stroke wards. Findings can support SLTs and nurses to explore together how information for ongoing dysphagia management can be safely implemented within ward realities and kept up to date. This could include considering nursing capacity to act when SLTs are not there, mealtime staffing and SLT 7‐day working. Together they can review their understanding of risk and preferred local and formal routes for learning from it. What this paper adds: What is already known on the subject: It is known that information to keep swallowing safe is shared through swallowing recommendations, which are understood to involve a balance of risks between optimizing the safety of the swallow mechanism and maintaining physiological and emotional health. There is increasing appreciation from patient safety research, of the importance of understanding the context in which hospital staff make decisions about risk and patient safety. What this paper adds to existing knowledge: The paper provides new empirical understanding for the complexities of risk management associated with SLT and nursing interactions and roles with respect to ongoing swallow safety. What are the potential or actual clinical implications of this work?: Findings can underpin SLT and nurse discussion about how swallow safety could be improved in their own settings. [ABSTRACT FROM AUTHOR]

The rights that guarantee public passage across private land are known as rights of way. In this paper, we argue that rights of way are a literal manifestation of a politics of space. The paper's purpose is to suggest rights of way are central to issues surrounding social and spatial inequality, specifically with regards to public access to urban and rural space. They are a neglected topic in geographical research, despite their relevance to many sub‐branches, including landscape studies, urban natures, GIS, and open‐source geospatial research. Rights of way in England and Wales are currently facing their biggest legal threat to date. On 1 January 2026, unregistered rights of way are set to be extinguished. Path extinguishment threatens thousands of kilometres of footpaths, bridleways, restricted byways, and byways open to all traffic. The paper concludes by examining how geographical approaches help reveal the cultural and historical value of two at‐risk footpaths in Coventry, England. [ABSTRACT FROM AUTHOR]

Figures are showing that ethno‐cultural issues are increasingly related to most school bullying incidents happening lately. While many theoretical arguments and empirical investigations scrutinize the effects of foreign migration on hostile behaviors enacted by the adult population, there is insufficient evidence on the effects of immigration on youth. This paper provides evidence by exploiting the shock from migration that occurred in the UK after the 2004 European Union Enlargement to estimate the magnitude and the directionality of the effect exerted by the resulting inflow of migrants on school bullying. Multilevel logit, generalized estimating equations, and control function with two‐stage residual inclusion are used on a novel data set containing spatially fine‐grained observations on school bullying across the UK. Findings highlight a relevant effect of the shock from migration in triggering bullying, which is robust to the accounting for potential endogeneity with respect to immigrants' location choice. The role of existing language barriers as a channel for the effect of the migration shock is also scrutinized, to find that they increase its effect. [ABSTRACT FROM AUTHOR]

The problem of low attainment in mathematics has been an increasingly prominent feature of the policy discourse in England over the last 60 years; however, evidence from comparative studies indicates that little progress has been made in finding a solution. In this paper, we analyse the changing policy discourse of low attainment in mathematics through the main reports and speeches published in England, beginning with the Newsom Report, Half Our Future, in 1963, and continuing to the present day. We chart the evolving perspectives on the nature of ability, expectations, curriculum ideology and frame of reference through the changing language used in these documents, noting tensions and inconsistencies which arise through continuing lack of clarity about definitions and assumptions. [ABSTRACT FROM AUTHOR]