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Data collection, use, leveraging, and sharing as a business practice and advantage has proliferated over the past decade. Along with this proliferation of data collection is the increase in regulatory activity which continues to morph exponentially around the globe. Adding to this complexity are the increasing business disruptions, productivity and revenue losses, settlements, fines, and penalties which can amount to over $15 million, with many penalties now being ascribed to the organization's leadership, to include the Board of Directors (BoD), the CEO and members of the senior leadership team (SLT). Thus, boards of directors can no longer ignore and in fact must embrace data privacy as a critical part of doing business in the digital world. In fact, not embracing data privacy as a critical part of their strategy, not only puts their stakeholders and stockholders at risk, but also places the future success of their organization in jeopardy. Additionally, increasingly through legal, regulatory, and normative occurrences, Boards are being pressured into taking a more active role in the data privacy activities in their organizations. Therefore, it behooves the BoD to be proactive vice reactive toward their data privacy endeavors.

Background: Disparities in school attendance exist for children with medical complexity (CMC) due to COVID-19. Longitudinal changes in family-reported school safety perceptions and predictors of full-time, in-person school attendance are unknown. Methods: This was a prospective, longitudinal cohort study with 3 survey waves (June 2021-June 2022) among English- and Spanish-speaking families of CMC aged 5 to 17 years and pre-pandemic school attendance. Changes in Health Belief Model perceptions and full-time in-person school attendance were estimated using multivariate generalized linear modeling with repeated measures. Results: Among 1601 respondents (52.9% of 3073 invited), 86.8% participated in all 3 surveys. School safety perceptions improved with time; however, perceived susceptibility to COVID-19 increased. Full-time in-person school attendance rose from 48.4% to 90.0% from wave 1 to 3 (p < 0.0001), and was associated with motivation, benefits, and cues. For example, families with low compared to high motivation for in-person attendance had 76% versus 98% predicted probability for child's school attendance, respectively at wave 3 (p < 0.0001). Implications for School Health Policy, Practice, and Equity: Probability of full-time in-person school attendance was associated with several health belief model perceptions. School health policy and programs may benefit from promoting family motivation, benefits, and cues during future respiratory illness epidemics including COVID-19. Conclusions: In-person school attendance improved for CMC over time. Opportunities exist to continue optimizing in-person attendance and family-perceived safety for CMC at school.

Social anxiety disorder (SAD), a highly prevalent and impairing psychological condition in adolescents, is characterized by persistent fear of social and performance situations. Existing evidence suggests that racism and discrimination may heighten risk for SAD and present barriers to treatment in Black youth. Yet, intervention research on SAD in Black adolescents is virtually nonexistent. This paper discusses the development of the first culturally responsive, school-based intervention for SAD in Black adolescents, referred to as Interacting and Changing our Narratives (ICON). Following recommendations by Castro et al. (Ann Rev Clin Psychol 6(1):213-239, 2010), a multiple stage process was used to adapt an empirically based, school intervention for SAD to be culturally responsive to the unique lived experiences of Black teenagers. Utilizing a university-community-school partnership, key stakeholders, including content area experts, school personnel, caregivers and students, were invited to participate in this process. Their recommendations guided the modifications, and were clearly reflected in the newly developed intervention. Initial piloting showed high acceptability and feasibility of ICON, and informed further revisions prior to a controlled trial. This adaptation process highlights the significant value of learning directly from the community for which an intervention is being developed.

Background: Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth's camp experiences. Purpose: This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. Methodology: We collected written narratives via an online survey distributed May 2022. A total of 352 youth (M[subscript age] =16.06; SD[subscript age] =0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. Findings: We identified growth in 33% of youth's narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. Implications: These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds' camp experiences.

Background: Participation in adventure as a recreational therapy intervention is well-recognized for its benefits for people with disabilities. Advances in technology and adaptive equipment have increased accessibility to adventure-based activities for those with physical disabilities. Climbing has long been established to facilitate the psychological state of flow; however, there is little research on the experience of flow in individuals with physical disabilities and adaptive climbing, specifically. Purpose: This study investigated if flow is experienced differently between individuals with and without physical disabilities who participated in climbing programs and to determine if there was a relationship between flow and intentions in future participation in climbing. Methodology: The Flow State Scale-2 was used to assess flow and additional questions measured participation. Findings: The global flow score on the FSS-2 indicated that climbers with and without disabilities both experienced a flow-like state. Climbers without disabilities reported a significantly higher sense of control, one of the nine dimensions of flow. Implications: With a better understanding of how people with physical disabilities experience flow, practitioners can better design interventions to facilitate this experience and should know how flow can best be used to promote an active leisure lifestyle.

Connecting university methods courses and teacher daily practice is a persistent challenge in teacher education. Another challenge is preparing teachers to enact equitable instruction that meets the needs of an increasingly diverse student population. We take on these challenges by supporting practicing elementary teachers to design case-based teaching scenarios for preservice teachers that engage them with enacting culturally grounded mathematics and science instruction. We draw on data from workshops with teachers to illustrate how the design process elevates teachers' voices while also supporting their own learning. Workshop features that proved powerful for teachers included collaborating with colleagues, offering and receiving peer feedback, and working with a table describing key features of culturally grounded pedagogy in mathematics and science.

School-Based agricultural education increasingly depends upon alternatively certified (AC) teachers to teach agriculture across the United States. Understanding why these individuals become teachers is an important step to better recruit and retain educators who do not complete traditional preparation programs. The purpose of our study was to explore the backgrounds, motivations, and expectations of AC agriscience teachers joining the profession. Our study was guided by the social cognitive career theory and utilized a qualitative phenomenological approach. We interviewed seven AC agriscience teachers in Florida during their first-year teaching to explore their journey into teaching agricultural education. Six major themes were found, including background and interest in agriculture, positive teaching self-efficacy expectations, positive teaching outcome expectations, right location and right time, exciting but challenging, and more than expected. We recommend providing support programs tailored for AC agriscience teachers that are guided by the similar backgrounds, motivations, and expectations of AC teachers.

The impact of community-wide teen pregnancy prevention initiatives (CWIs) on local U.S. birth rates among adolescents aged 15 to 19 years was examined using synthetic control methodology within a quasi-experimental design. CWIs were implemented in 10 U.S. communities from 2010 to 2015. Each initiative implemented evidence-based teen pregnancy prevention interventions at local organizations and enhanced best practices in adolescent reproductive health care at local health centers, while engaging diverse community sectors. The synthetic control method was used to estimate the impact of each CWI on overall and race- and ethnicity-specific teen births relative to rates in synthetic control communities. Additionally, we estimated the overall effect of CWIs across communities by pooling results from the 10 synthetic control case studies using the mean percentile rank. Pooled data across all 10 communities indicated an estimated average of 6.6 fewer births per 1000 teens per year overall during the initiative relative to each community's synthetic control (p = 0.001). By race and ethnicity, there were an estimated average of 6.4 fewer births per 1000 teens per year among Black teens (p = 0.03), 10.7 fewer births among Hispanic teens (p = 0.03), and 4.2 fewer births (p = 0.10) among White teens. Results from individual communities indicated an intervention effect on overall and/or race/ethnicity-specific teen birth rates in five communities. This study demonstrates the value of synthetic control methods in evaluating community-level outcomes of programmatic efforts. Findings indicate the CWIs had a positive impact on teen birth rates and have the potential to address racial and ethnic disparities in those rates.

In the spring of 2020, schools of all sectors across all nations were forced to close their doors as COVID-19 rippled through communities. Drawing upon the concept of liminality, which refers to a stage, state, or period of transition (Soderlund & Borg, 2017), this study investigated the intersections of the experience of liminality during the pandemic and functioning for Catholic school leaders. Interviews with urban school leaders were analyzed to understand key characteristics of liminality as experienced by school leaders within organizations. Findings indicate that school leaders responded to the liminal experience by sharpening the focus of work, which simultaneously complexified the traditional roles of individual and organization. These findings have significant potential in illuminating a path forward during liminal times for educators of all sectors. This paper provides an opportunity to interpret the impact of the pandemic across all sectors of education, with a primary analysis on Catholic schools.