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This paper presents a case study narrative of one woman. Drawing on her storied recollections, from infancy into childhood through young motherhood into adulthood, we trace the interlocking relationship between policies and practices intended to offer welfare support facilitating her criminalization. A collaborative approach to producing knowledge, representing 8 years of narrative, dialogue and reflection surfaces a looming panopticon. The gendered power of the state to intervene across the life course is revealed, as is the failed and harmful nature of this panopticon. Three distinct themes emerge from the analysis: the power to define and the fixing nature of gendered policy and practice narratives; the gendered control strategies that reproduce harms in women's lives; and the lifelong nature of the panopticon for some girls and women. Cutting across these experiences are processes of silencing and ultimately resistance, strategies for surviving the enduring forms of institutional surveillance and intervention. The paper closes with clear implications for the hegemonic trio of social science research and social work and criminal justice policy and practice. We must confront and dismantle our complicity in the silent silencing and gendered harms of the panopticon. [ABSTRACT FROM AUTHOR]

Background: The 2022/23 influenza season in the United Kingdom saw the return of influenza to prepandemic levels following two seasons with low influenza activity. The early season was dominated by A(H3N2), with cocirculation of A(H1N1), reaching a peak late December 2022, while influenza B circulated at low levels during the latter part of the season. From September to March 2022/23, influenza vaccines were offered, free of charge, to all aged 2–13 (and 14–15 in Scotland and Wales), adults up to 49 years of age with clinical risk conditions and adults aged 50 and above across the mainland United Kingdom. Methods: End‐of‐season adjusted vaccine effectiveness (VE) estimates against sentinel primary‐care attendance for influenza‐like illness, where influenza infection was laboratory confirmed, were calculated using the test negative design, adjusting for potential confounders. Methods: Results In the mainland United Kingdom, end‐of‐season VE against all laboratory‐confirmed influenza for all those > 65 years of age, most of whom received adjuvanted quadrivalent vaccines, was 30% (95% CI: −6% to 54%). VE for those aged 18–64, who largely received cell‐based vaccines, was 47% (95% CI: 37%–56%). Overall VE for 2–17 year olds, predominantly receiving live attenuated vaccines, was 66% (95% CI: 53%–76%). Conclusion: The paper provides evidence of moderate influenza VE in 2022/23. [ABSTRACT FROM AUTHOR]

Understanding more about the discharge of care orders is vital—whether a care order remains in place has significant implications for children and their families and for local authorities. While there has been comprehensive research about the process and outcomes of care proceedings, much less is known about the discharge of care orders—particularly how, why and when care orders are ended and the differences between applications that are granted and those that are not. The present study combined data from an anonymized administrative data on discharge applications, a detailed analysis of children's e‐records and qualitative interviews with family justice professionals to create the first detailed profile of discharge applications across England and Wales. This paper reports, for the first time, the number of discharge applications and outcomes across England and Wales, highlighting regional as well as between‐country variation. Drawing on data from children's e‐records and interviews with professionals, highlighting how and why local authorities are more likely to submit discharge applications, and to have applications granted, than parents. Recommendations are made for how to adapt professional practice and policy around discharge applications to better meet the needs of children and families. [ABSTRACT FROM AUTHOR]

Changes to the Welsh curriculum are becoming apparent. The Williams Report culminated in recommendations for schools and initial teacher education (ITE) on the inclusion and teaching of Black Asian and Minority Ethnic histories in Wales. The subsequent Welsh Government ITE action plan was designed to ensure the pro‐active recruitment of trainee teachers from Black and racially minoritised backgrounds in Wales. As a result of this legislation, a team of ITE lecturers in a school of education in a Welsh university formed a research triad and larger research collective, the idea being that we needed to decolonise our own pedagogy and curriculum delivery and re‐imagine ITE within an anti‐racist paradigm. It was key to reflect on our ITE provision, ensuring that our curriculum delivery reflected the ambition of the new Curriculum for Wales,* which encourages practitioners to think differently on what they teach, how they teach and what they want young people to learn. Using a patchwork methodology—which included 'deep thinking and deep listening'—we examined our current ITE delivery and work that has been done thus far and looked at the gains and areas for development. It became clear that staff within our 'ITE research collective' were becoming more knowledgeable and confident in working within a racial dynamic, and consequently felt more able to impart knowledge when engaging with other ITE colleagues and students. This paper charts our ongoing journey and makes recommendations gained from our experiences. [ABSTRACT FROM AUTHOR]

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the Welsh Government agenda post‐devolution. Data were gathered via a qualitative online bilingual (English and Welsh) survey offered via email to teachers of children aged 3–7 in Wales. The overarching research question of the project was: How do teachers of children 3–7 years understand and enact the notion of participation as it relates to the children they teach? Data analysis focused on research participants' apparent constructions of the children they teach and their capabilities, and unpacked the ways in which these constructions relate to the reported opportunities for participation. The discussion is informed by the notion of the threshold concept, described by Meyer & Land as akin to a portal that opens new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child maybe a threshold concept in shaping the realisation of children's participation rights in educative contexts. [ABSTRACT FROM AUTHOR]

Co‐production values lived experience as it promotes individuals as assets and offers insight where little is known about a problem. This paper critically considers the pragmatic approach to co‐design adopted in Wales with young people and parents affected by child criminal exploitation during the COVID‐19 pandemic. It suggests that combining co‐design with data collection facilitated the recruitment, sensitisation and facilitation of vulnerable groups. By placing informed consent at the forefront of co‐design, young people and parents decided how they wanted their voices heard. Further, combining data gathering with co‐design contextualised solution development within their lived experiences. However, embedding these solutions into policy and practice remains subject to existing power imbalances. [ABSTRACT FROM AUTHOR]

This study provides a detailed picture of how the on‐going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve ‘active teaching’. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real‐world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis. [ABSTRACT FROM AUTHOR]

When a pregnancy ends in England and Wales, statutory time away from paid employment is limited to circumstances where there is a live birth or stillbirth. Forms of leave, such as Maternity Leave or Paternity Leave, depend on parental status derived from the civil registration of a new person or a post‐viability stillbirth. Other early pregnancy endings, such as miscarriage or abortion, do not provide specific time off work after pregnancy. This paper uses the concept of reproductive governance to analyze current and shifting biopolitical truth discourses, strategies of intervention, and modes of subjectification around post‐pregnancy leaves. It shows how different inclusions and exclusions are generated by the classificatory boundaries which act as political technologies in this field. Contributing to an area that is under‐researched in the literature, we provide a review of post‐pregnancy statutory employment leave entitlements in this context. We then consider proposals for change presented in the United Kingdom political system in relation to more inclusive leave benefits offered by some employers and different pregnancy ending leaves offered in other jurisdictions. We argue that current arrangements and proposals do not adequately reflect the complexity and diversity of pregnancy endings. We conclude with a call to policymakers in all contexts to carefully assess the consequences of new ideas around leaves for pregnancy endings and to formulate inclusive and fair proposals for change. [ABSTRACT FROM AUTHOR]

Background: Patient and public involvement (PPI) is an increasing priority in health‐related research and education. Attracting and supporting people from different demographic groups to give up their time and get involved is important to help ensure that all parts of society are empowered, represented and their voices heard in decisions that may affect their health and quality of life. Objectives: (1) To determine if a demographically diverse cross‐section of society would be interested in contributing to healthcare research and education. (2) To understand factors that can act as barriers and enablers to effective and diverse PPI. Method: PPI survey data was collected via engagement events, with the aim of scoping interest in PPI from a diverse public. A Focus Group study involving members of the public, academic and professional service staff, was then conducted to gain a deeper understanding around the barriers and enablers of diversity within PPI. Results: 71% of a diverse rich public indicated they would like to get involved in healthcare research and teaching. 76% of survey respondents indicated that they would be happy to share a personal or family experience of healthcare. The two biggest factors impacting on our cohort getting involved are' availability of time' and 'being aware of PPI opportunities'. These factors may disproportionally affect specific groups. Shared and individual PPI enablers and barriers were identified across all stakeholder groups within the Focus Group Study, as well as generic and novel factors that would impact on an institutions' ability to improve PPI diversity. Conclusion: These data points confirm a demographically diverse public's appetite to get involved in academic health research and teaching. This needs to be recognised and harnessed to ensure public contributor networks are representative of society. Equality Impact Assessments should be undertaken in relation to all PPI opportunities. There is a need to recognise the investment of time and resources required to build mutually beneficial relationships with diverse communities as well as the development of inclusive 'fit for purpose' PPI infrastructures to support the uptake of diverse PPI contributors. Public Contribution: This study involved members of the public responding to a short survey. Public contributors made up one of the three focus groups. The School of Medicine lead public contributor was also involved in the preparation of this manuscript. [ABSTRACT FROM AUTHOR]

Inflammation is one of the suggested pathways linking exposure to neighbourhood air pollution and greenspace to psychological distress. Yet, inflammation has not been tested formally as a mediating factor in an adult human sample.Using data from 6813 adults participating in Understanding Society, the present study examines longitudinally the joint role of the two neighbourhood‐level exposures in psychological distress and the mediating role of inflammation. Annual concentrations of nitrogen dioxide and availability of greenspace in participants' neighbourhoods across England and Wales were examined. Psychological distress was measured with the General Health Questionnaire. Inflammation was assessed with C‐reactive protein and fibrinogen.A structural equation model path analysis showed that, in fully adjusted models, an increase in the amount of greenspace in one's neighbourhood was related to lower psychological distress 4 years later, but inflammation did not mediate this relationship.Neighbourhood‐level air pollution, specifically nitrogen dioxide, was not associated with psychological distress. 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]

The earliest crocodylomorphs, known as non‐crocodyliform crocodylomorphs, first appeared during the Late Triassic. In contrast to extant crocodylians, which are all semi‐aquatic, early crocodylomorphs represent terrestrial taxa with a fully erect posture and in most cases a small body size. Their gracile skeletons suggest an active mode of life, possibly similar to contemporaneous, bipedal theropod dinosaurs. Despite this remarkable body plan, the postcranial morphology of early crocodylomorphs has rarely been documented in detail, restricting our ability to infer aspects of their functional morphology and evolution. Here, we provide a detailed description of the postcranium of Terrestrisuchus gracilis, a small‐bodied crocodylomorph from the Late Triassic of Pant‐y‐Ffynnon Quarry (southern Wales, UK), including a description of long bone tissues based on histological thin sections. Almost all elements of the postcranial skeleton have been preserved. The skeleton of Terrestrisuchus gracilis is highly gracile, even for a non‐crocodyliform crocodylomorph. Osteological correlates of the appendicular skeleton suggest that Terrestrisuchus gracilis had a digitigrade, quadrupedal posture. A quantitative analysis of limb robustness corroborates that Terrestrisuchus gracilis was a quadruped. Histological analysis suggests that all sampled specimens were skeletally immature and had fast growth at the time of death, as indicated by the lack of an external fundamental system and the predominance of fibrolamellar bone. The bone tissue is similar to that recently described for Saltoposuchus connectens and certain non‐crocodylomorph pseudosuchians, but differs from Hesperosuchus agilis and crocodyliforms, in which parallel‐fibred bone is more prevalent. [ABSTRACT FROM AUTHOR]