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Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer. This study aimed to identify adolescents’ views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students (n = 2,637; aged 12-18 years) from 41 schools completed questions asking them to describe what peers and online friends could do to help young people who self-injure. Thematic analysis identified seven strategies, including communication about NSSI with peers and online friends, referral to adults and health professionals, greater public awareness of NSSI, and reduced peer stigma and bullying. Endorsement of themes varied by age, gender, and experience with NSSI. Findings have implications for school prevention of NSSI. [ABSTRACT FROM AUTHOR]

A cross-sectional survey of 3090 Morwell adults, including 446 young adults (18–34) was administered approximately 2.5 years following the 2014 Hazelwood smoke event in Morwell, Victoria. Young adults with higher smoke exposure tended to experience greater psychological distress than other ages. For every 10 (μg/m3) increase in exposure there was a 2.08 point increase in event related psychological distress for young adults (95% CI: 0.11 to 4.10) compared to no increase for adults aged 65 and over (−0.04; 95% CI: -0.75 to 0.67). A similar non-significant trend was identified for general psychological distress. Prior mental health conditions and prior traumatic event exposures also tended to place young adults at higher risk of general psychological distress. These findings have critical implications for intervening with young adults following prolonged smoke events. [ABSTRACT FROM AUTHOR]

This study explored the longitudinal associations between multiple dimensions of school belonging during adolescence and substance use in young adulthood. Data were leveraged from the Australian Temperament Project, a comprehensive, multi-wave prospective cohort study. The current sample comprised 1565 participants (804 women). School belonging (1 wave; ages 15–16 years) was assessed using a condensed version of the School Life Questionnaire. Young adult substance use (3 waves; ages 19–28 years) assessments included binge drinking, tobacco, cannabis, and other illicit substances. Higher levels of overall school belonging were associated with reduced odds of tobacco, cannabis, and other illicit substance use in young adulthood (ORrange = 0.74–0.76), but not binge drinking. The dimensions ‘positive affect towards school’ and ‘confidence in ability/success’ were independently associated with reduced odds of tobacco (OR = 0.74 and 0.82, respectively) and cannabis (OR = 0.78 and 0.77, respectively) use in young adulthood. Effects did not differ by gender. These findings suggest that school belonging, particularly the dimensions of positive affect and academic confidence, may play an aetiological role in tobacco and illicit substance misuse in young adulthood. [ABSTRACT FROM AUTHOR]

A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging. [ABSTRACT FROM AUTHOR]

Young adulthood (18 to 34) is a time of transitional change where individuals can be highly susceptible to mental health concerns. Despite similar vulnerabilities to their adolescent counterparts, the psychological outcomes for young adults following disasters are not well understood. This scoping review aimed to explore the literature on the psychological outcomes for young adults after disaster events. A systematic search of the literature was conducted in seven electronic databases, including PsycINFO, Medline, CINAHL, PILOTS, EMBASE, Scopus, and ProQuest dissertations and theses global. In total, 91 reports from 15 countries were included. Findings suggested that young adults experience a range of psychological consequences after disasters, including posttraumatic stress symptoms, depression, anxiety, and other psychological outcomes, such as general/non-specific psychological distress. Pre-disaster, peri-disaster, and post-disaster factors were also found to influence the degree of psychological outcomes experienced by young adults, including prior psychological functioning and disaster exposure, among a host of other factors. Future research is recommended to better understand young adults' psychological outcomes, experiences, and service needs following disasters. [ABSTRACT FROM AUTHOR]

Despite clear evidence detailing the academic and psychosocial benefits resulting from a sense of school belonging, there is currently no consistent global consensus about the strategies that can be employed to promote school belonging. In addition, existing research is primarily derived from democratic and developed countries. The current study sought to explore if students in Australia, Greece, Iran, and Qatar differed in their experience of school belonging and to establish common and unique practices students voiced as improving their sense of belonging. Cross-country responses from 698 secondary school students (from Australia, Greece, Iran, and Qatar) were analysed using both quantitative (ANOVA) and qualitative (thematic analysis) methods. Iranian students reported significantly higher school belonging than their Australian, Greek, and Qatari counterparts, while Qatari students also scored higher than those from Australia and Greece. Common teacher- and school-level belonging practices were established from the student responses, and cross-country differences are discussed. The study underscores the importance of cultural sensitivity and student involvement in crafting context-specific strategies to enhance school belonging for optimal student wellbeing and success. Implications for cross-country belonging practices are discussed and considered within the context of the study’s limitations. [ABSTRACT FROM AUTHOR]

In February 2014, the coalmine adjacent to the Hazelwood Power Station in the Latrobe Valley of Victoria, Australia, caught fire, with residents from the nearby town of Morwell and the wider area exposed to smoke for six weeks. Although there was evidence linking the mine-fire event with psychological distress, no studies have evaluated the degree of distress in relation to the level of smoke exposure. We aimed to investigate the exposure-response relationship between particulate matter 2.5 μm or less in diameter (PM 2.5) released during the Hazelwood mine fire event and long-term symptoms of posttraumatic distress in the affected community, including the consideration of other key factors. A total of 3096 Morwell residents, and 960 residents from the largely unexposed comparison community of Sale, were assessed for symptoms of posttraumatic distress 2.5 years after the Hazelwood incident using the Impact of Events Scale-Revised (IES-R). Individual-level PM 2.5 exposure was estimated by mapping participants' self-reported location data on modelled PM 2.5 concentrations related to the mine fire. Multivariate linear regression was used to evaluate the exposure-response relationship. Both mean and peak exposure to mine fire-related PM 2.5 were found to be associated with participant IES-R scores with an interaction effect between age and mean PM 2.5 exposure also identified. Each 10 μg/m3 increase in mean PM 2.5 exposure corresponded to a 0.98 increase in IES-R score (95% CI: 0.36 to 1.61), and each 100 μg/m3 increase in peak PM 2.5 exposure corresponded to a 0.36 increase (95% CI: 0.06 to 0.67). An age-effect was observed, with the exposure-response association found to be stronger for younger adults. The results suggest that increased exposure to PM 2.5 emissions from the Hazelwood mine fire event was associated with higher levels of psychological distress associated with the mine fire and the most pronounced effect was on younger adults living in the affected community. Image 1 • PM 2.5 exposure was objectively estimated at an individual level. • An exposure-response relationship was observed between PM 2.5 and distress. • Younger adults reported higher distress in response to increased exposure. • Other factors such as prior traumatic experiences were related to distress. • This work provides a nuanced understanding of distress following a pollution event. [ABSTRACT FROM AUTHOR]

Haplotype reconstruction of distant genetic variants remains an unsolved problem due to the short-read length of common sequencing data. Here, we introduce HapTree-X, a probabilistic framework that utilizes latent long-range information to reconstruct unspecified haplotypes in diploid and polyploid organisms. It introduces the observation that differential allele-specific expression can link genetic variants from the same physical chromosome, thus even enabling using reads that cover only individual variants. We demonstrate HapTree-X's feasibility on in-house sequenced Genome in a Bottle RNA-seq and various whole exome, genome, and 10X Genomics datasets. HapTree-X produces more complete phases (up to 25%), even in clinically important genes, and phases more variants than other methods while maintaining similar or higher accuracy and being up to 10× faster than other tools. The advantage of HapTree-X's ability to use multiple lines of evidence, as well as to phase polyploid genomes in a single integrative framework, substantially grows as the amount of diverse data increases. Haplotype reconstruction of distant genetic variants is problematic in short-read sequencing. Here, the authors describe HapTree-X, a probabilistic framework that uses differential allele-specific expression to better reconstruct paternal haplotypes from diploid and polyploid genomes. [ABSTRACT FROM AUTHOR]

• Importance of safe and stable school environments and positive relationships for children in care. • Impact of frequent school changes on children in care, their mental health, behaviour and learning. • Children in care wanted teachers to understand their circumstances and individual learning needs. • Impact of teachers' low expectations, negative attitudes and perceptions on children in care. Children in care frequently experience poor educational outcomes, which in turn have been linked to a number of adverse circumstances later in life. Accordingly, it is important to identify the educational experiences of children in care and what they consider to be their needs in this space. This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences. Inclusion criteria included English language, peer-reviewed, qualitative, or mixed-methods studies that examined the educational experiences of children currently in care or youth/adults who had previously been in care. Five online databases were systematically searched, along with manual hand searching of a relevant journal and reference lists to identify relevant studies. Eleven studies were identified. Thematic analysis was employed to identify five primary themes: the importance of school being a 'safe haven'; the importance of relationships with teachers and peers; children's mental health, behaviour and educational experiences; children in care taking control; and what children in care say they need to improve their educational experiences. Results illustrate the important role of teachers and the need for children in care to have their opinions acknowledged in the decision-making process. The review provides future direction and recommendations for research, school policy, and practice. [ABSTRACT FROM AUTHOR]

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 ≥ 86.4%, 2 ≥ 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A–D) and 10 Practice Principles (1–10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools. [ABSTRACT FROM AUTHOR]

A student's sense of school belonging is critical to school success, yet internationally, a large proportion of secondary students do not feel that they belong to their school. However, little is understood about how schools can address this issue, nor what evidence-based interventions are available to increase belonging among secondary school students. The aim of this study is to identify and critically review the evidence on school-based interventions that increase a sense of school belonging in adolescents. Seven electronic databases and the Cochrane Central Register of Controlled Trials were searched from 1999 to February 2021 using 'school belonging' and 'intervention' amongst the key search terms. A total of 22 controlled trials were identified with 14 studies reporting effective school-based interventions for enhancing a sense of adolescent school belonging. Successful interventions targeted students' strengths and promoted positive interactions between students and between school staff and students. Overall, this review found a paucity of interventions that intentionally aimed to develop adolescent school belonging. Inconsistencies in terminology use and definitions describing school belonging were identified even when similar measurement tools were utilised. Findings of this review have important practice implications and provide information to support schools to select evidence-based interventions to improve students' sense of school belonging. [ABSTRACT FROM AUTHOR]

Early childhood education and care (ECEC) educators' well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth (1995) as an analytical framework. The findings show ECEC educators struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond. [ABSTRACT FROM AUTHOR]

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises. [ABSTRACT FROM AUTHOR]

The 2014 Hazelwood coal mine fire in the Latrobe Valley, Australia, distributed toxic smoke into surrounding communities over 45 days. This study investigated risk and protective factors associated with four trajectories of posttraumatic distress (resilient, recovery, delayed‐onset, chronic) among exposed adults. Participants (N = 709) completed surveys in 2016–2017 and 2019–2020 assessing mine fire–related particulate matter (PM2.5) exposure; sociodemographic, physical, and mental health variables; and exposure to other traumatic and recent stressful events. Mine fire–related posttraumatic distress was measured using the IES‐R; trajectories were determined according to established clinical significance thresholds. Relative risk ratios (RRRs) were generated from multivariate multinomial regressions. The resilient trajectory was most common (77.0%). The chronic trajectory (8.5%) was associated with loneliness, RRR = 2.59, 95% CI [1.30, 5.16], and physical health diagnoses, RRR = 2.31, 95% CI [1.32, 4.02]. The delayed‐onset trajectory (9.1%) was associated with multiple recent stressful events, RRR = 2.51, 95% CI [1.37, 4.59]; mental health diagnoses, RRR = 2.30, 95% CI [1.25, 4.24]; loneliness, RRR = 2.05, 95% CI [1.09, 3.88]; and male gender, RRR = 2.01, 95% CI [1.18, 3.44]. Socioeconomic advantage protected against chronic, RRR = 0.68, 95% CI [0.53, 0.86], and delayed‐onset trajectory membership, RRR = 0.68, 95% CI [0.50, 0.94]; social support protected against chronic trajectory membership, RRR = 0.67, 95% CI [0.49, 0.92]. PM2.5 exposure did not determine trajectory. These findings enhance understanding of longer‐term posttraumatic responses to large‐scale smoke events and can inform mental health initiatives within at‐risk communities. [ABSTRACT FROM AUTHOR]

Background: Environmental disasters such as wildfires, floods and droughts can introduce significant interruptions and trauma to impacted communities. Children and young people can be disproportionately affected with additional educational disruptions. However, evaluating the impact of disasters is challenging due to difficulties in establishing studies and recruitment post-disasters. Objectives: We aimed to (1) develop a Bayesian model using aggregated school-level data to evaluate the impact of environmental disasters on academic achievement and (2) evaluate the impact of the 2014 Hazelwood mine fire (a six-week fire event in Australia). Methods: Bayesian hierarchical meta-regression was developed to evaluate the impact of the mine fire using easily accessible aggregated school-level data from the standardised National Assessment Program-Literacy and Numeracy (NAPLAN) test. NAPLAN results and school characteristics (2008–2018) from 69 primary/secondary schools with different levels of mine fire-related smoke exposure were used to estimate the impact of the event. Using an interrupted time series design, the model estimated immediate effects and post-interruption trend differences with full Bayesian statistical inference. Results: Major academic interruptions across NAPLAN domains were evident in high exposure schools in the year post-mine fire (greatest interruption in Writing: 11.09 [95%CI: 3.16–18.93], lowest interruption in Reading: 8.34 [95%CI: 1.07–15.51]). The interruption was comparable to a four to a five-month delay in educational attainment and had not fully recovered after several years. Conclusion: Considerable academic delays were found as a result of a mine fire, highlighting the need to provide educational and community-based supports in response to future events. Importantly, this work provides a statistical method using readily available aggregated data to assess the educational impacts in response to other environmental disasters. [ABSTRACT FROM AUTHOR]

Parental mental illness can have long-lasting impacts on a child's life. Although programs exist in supporting the needs of young children, there remains a paucity in programs that address the needs of adult children. A two-round Delphi study with adult children, academics and clinicians who have experience with parental mental illness was employed. A total of 45 and 24 participants participated in rounds one and two respectively. Open-ended questions in round one around program design and content were thematically analysed, and subsequently rated in round two. Adult children specifically identified four topics of need: (i) managing multiple roles, (ii) emotional regulation, (iii) setting relational boundaries and (iv) transition to parenthood. Current results provide the foundation for the development of modular programs that could be pilot tested with adult children who grew up with parents with mental illness. [ABSTRACT FROM AUTHOR]

The need for cross-disciplinary collaboration to meet the diverse needs of young children in Early Childhood Education and Care [ECEC] is evident. When multi-disciplinary professionals work together collaboratively, children with special educational needs are more likely to receive child-centred, holistic, and integrated support. This scoping review systematically (1) identified the research evidence available on cross-disciplinary collaboration initiatives that include inclusive ECEC settings as one collaborating party; (2) compared and clarified key terminologies and definitions around collaboration; (3) categorised the enablers and barriers reported towards cross-disciplinary collaboration within ECEC; and (4) explored the preliminary outcomes of cross-disciplinary collaboration. A total of 20 articles were included. Findings contribute to the emerging field of cross-disciplinary collaboration in ECEC, offering valuable insights for future research and implementation efforts aimed at optimising outcomes for young children. [ABSTRACT FROM AUTHOR]

The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students' learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters). [ABSTRACT FROM AUTHOR]

• Stress and fear responses differed within and between brown and white layer strains. • Brown and white hens used predominately active and passive avoidance, respectively. • Genetic selection to reduce fear can improve success in alternative housing systems. Different genetic lines of laying hens may show varying levels of fearfulness in response to stressful events or situations. It is important to select appropriate genetic strains when keeping hens in alternative housing systems to minimize health and production issues caused by fear and stress. In this study, data were obtained from two strains of Rhode Island Red (RIR1-2), two strains of White Plymouth Rock (WPR1-2) and three strains of White Leghorn (WL1-3) breeds. One hundred hens from each strain were used to compare strain differences in fear and stress responses. Each hen was scored for fearfulness based on her responses to the following tests: novel object, physical restraint, pencil, human reaction, inversion, and tonic immobility (TI). Stress was assessed based on physical asymmetry (ASYM) of the metatarsal and middle toe, and on corticosterone (CORT) concentrations in blood plasma and egg albumen. Differences between brown (RIR; WPR) and white (WL) egg layers were observed for all measures: WL had more head movements and took more time to right themselves during TI (P < 0.001), but higher flapping intensity was observed in RIR and WPR (P < 0.001). Hens in the WL strains also scored lower than RIR and WPR on the struggle test (P < 0.001), and had lower ASYM scores (P = 0.002) and concentrations of albumen CORT (P = 0.0065) and plasma CORT (P = 0.002), but scored higher during the remaining fear tests (P < 0.001). Differences among WL strains were also observed for all measures: WL2 had the most head movements and took the longest to right during TI (P < 0.001). During inversion, WP2 and RIR2 had the highest flapping intensity (P < 0.001) whereas WL2 and WL3 had the lowest flapping intensity (P < 0.001). There was variation among strains in plasma CORT, albumen CORT, and scores for the struggle test and pencil test. Only the WPR2 strain showed significant differences in ASYM (P < 0.001). Genetic strains of laying hens show clear variation between brown and white shell color varieties regarding fear and stress responses. Brown hens tend to actively avoid perceived threats whereas white hens use passive avoidance. Using several methods to test fear and stress to better understand individual birds' responses to stressors will help to design breeding strategies to maximize hens' success in alternative housing systems. [ABSTRACT FROM AUTHOR]

Due to climate change, catastrophic events such as landscape fires are increasing in frequency and severity. However, relatively little is known about the longer-term mental health outcomes of such events. Follow-up was conducted of 709 adults exposed to smoke from the 2014 Hazelwood mine fire in Morwell, Victoria, Australia. Participants completed two surveys evaluating posttraumatic distress, measured using the Impact of Events Scale-Revised (IES-R), three and six years after the mine fire. Mixed-effects regression models were used to evaluate longitudinal changes in distress. IES-R total scores increased on average by 2.6 points (95%CI: 1.2 to 3.9 points) between the two survey rounds, with increases across all three posttraumatic distress symptom clusters, particularly intrusive symptoms. This increase in distress was evident across all levels of fine particulate matter (PM2.5) exposure to the mine fire smoke. Age was an effect modifier between mine fire PM2.5 exposure and posttraumatic distress, with younger adults impacted more by exposure to the mine fire. Greater exposure to PM2.5 from the mine fire was still associated with increased psychological distress some six years later, with the overall level of distress increasing between the two survey rounds. The follow-up survey coincided with the Black Summer bushfire season in south-eastern Australia and exposure to this new smoke event may have triggered distress sensitivities stemming from exposure to the earlier mine fire. Public health responses to disaster events should take into consideration prior exposures and vulnerable groups, particularly younger adults. [ABSTRACT FROM AUTHOR]

Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic., Method: An online survey used open-ended questions to explore the views of 226 Greek secondary school students., Results: Thematic analysis identified four teacher-level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school-level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections., Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school-level, opportunities for social connection, were also important for developing a sense of belonging., Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging., (© 2024 American School Health Association.)

Objective: Research on factors that predict compassion satisfaction and compassion fatigue of teachers is limited. This study aimed to evaluate predictors of compassion fatigue (as defined by burnout and secondary traumatic stress) and compassion satisfaction of Australian teachers., Method: Three hundred and two teachers completed an online survey. It was hypothesized that teachers with prior experience with trauma-exposed students, a history of mental illness, and personal trauma history would show higher compassion fatigue. Older teachers, teachers previously exposed to trauma training, and teachers with higher perceived knowledge and confidence to manage student trauma were expected to show higher compassion satisfaction., Results: Teachers with exposure to student trauma, a personal history of trauma, and a history of mental illness experienced higher compassion fatigue, while older teachers and those with higher perceived knowledge and confidence to deal with student trauma experienced higher compassion satisfaction., Conclusions: Results indicate that professional development programs should include trauma-informed knowledge and skills for teachers to enhance their well-being when responding to trauma-exposed students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Physical activity, sport, and physical education share many similar qualities with trauma-informed practice, including promoting relationships, inclusion, and physical and mental well-being. There is growing research and programs that incorporate trauma-informed practices into physical activity programs for young people. The aim of this systematic review was to explore current evidence-based, Trauma-Informed Physical Activity programs for young people. Four databases were searched using the Preferred Reporting Items of Systematic Review and Meta-Analyses guidelines for systematic reviews. The search identified 19 studies that highlighted most Trauma-Informed Physical Activity programs reviewed resulted in positive social, emotional, behavioral, and academic outcomes for children and adolescents. However, further research and randomized control trials are required to understand the longitudinal outcomes of Trauma-Informed Physical Activity programs for children and adolescents. Program facilitators reported on the benefits of support and professional development opportunities for trauma awareness to administer Trauma-Informed Physical Activity programs with children and young people. Implications from this study emphasize the importance of the continued design, delivery, and research of Trauma-Informed Physical Activity programs for young people exposed to trauma., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Objective: To test the association between food insecurity and educational disruptions from the COVID-19 pandemic and the role of anxiety or depression in mediating this association. Participants: Representative sample of 2,282 City University of New York students. Methods : Using an April 2020 online survey, we estimated adjusted prevalence ratios (aPR) for educational outcomes based on food insecurity status, adjusting for age, sex, race/ethnicity, and degree level with weighted Poisson regressions with robust standard errors. Results: Prevalence of decreased ability to do schoolwork was greater in those with moderate (aPR = 1.12, 95% CIs 1.02, 1.23) and high (aPR = 1.18, 95% CIs 1.08, 1.2) levels of food insecurity compared to food-secure students. Results were similar for dropping/withdrawing from classes and expecting delays or uncertainty around graduation. Anxiety and depression mediated the relationship between food insecurity and educational outcomes. Conclusion : Findings emphasize the urgency of expanded food assistance and mental health services for college students.

Exposure to intimate partner violence (IPV) between parents or caregivers can result in lifelong mental, physical, and relational challenges for children. Although the impacts of IPV on children are well documented, the aim of this systematic review was to be the first to synthesize the literature on children's perspectives of fathers who have perpetrated IPV. Five electronic databases were searched using a string of search terms relating to the variables of interest. In total, 11,40 records were obtained from the database search. Screening based on a strict inclusion and exclusion criteria yielded 24 qualitative articles addressing the perceptions of children concerning fathers who perpetrate IPV. Research capturing the views of children regarding fathers who perpetrate IPV is scant. The current review highlights that children experience a range of feelings about their perpetrating fathers, including fear, anger, hatred, as well as ambivalence and love toward their father and children often have difficulty integrating contradictory experiences of their fathers' behaviors. Father-child relationships are severely affected by IPV, including their fathers' use of coercive control, even after the parents have separated. Finally, children's experiences of their fathers' attempts at behavior change varied. More research is needed to understand the views of children in this area, with consideration given to children's developmental stage and the type of IPV experienced. Recommendations for research and interventions for children and families are emphasized further within this review., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interests with respect to the authorship and/or publication of this article.

Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during COVID-19 restrictions in Australia. School mental health professionals were surveyed during the 2020 lockdowns using a questionnaire designed by researchers in the United States of America. The innovations school mental health staff adopted to support students during lockdowns and remote learning were presented, including telehealth services, digital resources, and the online training and support they received/provided. The barriers and facilitators to providing counselling and assessment services during lockdowns were identified, including issues with providing psychometric assessments during remote learning, and ethical concerns when delivering remote counselling to students. Recommendations have been included, which address how school mental health professionals could be supported to assess and treat young people during future pandemics and school restrictions.

Objective: This study explored how exposure to a mine fire and smoke event influenced students' academic outcomes., Method: The academic results for 303 students (aged 7.8-16.2 years) were accessed and students completed the Children's Revised Impact of Events Scale to measure their level of distress resulting from the mine fire., Results: The longitudinal analysis found that secondary students, who attended schools in the town most exposed to particulate matter from the mine fire, experienced an 18.5-month delay in academic progress (95% CI [13.6, 23.5]) after the mine fire, relative to the wider area. No evidence was found in academic delays related to exposure to the mine fire among primary school students. There was also no evidence of additional delays in academic progress for students with higher levels of event-related distress., Conclusions: Schools should monitor and provide academic support to students to protect them against academic decline after a disaster. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

There is growing awareness of the impacts of COVID-19 on children, families, and more recently, early childhood educators. This study aimed to add to this research and explore Australian early childhood educators' psychological distress and wellbeing in relation to COVID-19. Accordingly, 205 educators (117 early childhood educators, 86 leaders and 2 others) completed the Impact of Event Scale-Revised, measuring levels of post-traumatic distress, and an open-ended question on wellbeing, both in relation to COVID-19. Educators' responses to the open-ended question were matched to those who scored high, medium, and low on the Impact of Events Scale-Revised. Results demonstrated 66.8% of educators scored in the low range for post-traumatic distress, 11.7% scored in the moderate range, and 21.5% scored in the high range for post-traumatic distress on the Impact of Events Scale-Revised. Participants scoring in the low range on the Impact of Events Scale-Revised provided fewer comments regarding the emotional impacts of COVID-19. There were no differences between the groups in terms of fear of COVID-19 infection, challenges related to increased workload during the pandemic, and frustration with the Australian government response to COVID-19. Educators and early childhood leaders reported comparable wellbeing challenges during the pandemic. This research has implications for the types of support provided to educators during future pandemics., (© 2022 Elsevier Inc. All rights reserved.)

School leaders' experiences and perceptions of students' domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders' perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders' recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students' exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence., Competing Interests: Conflict of InterestThe authors have no conflicts of interest to declare with respect to this research., (© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.)

This paper evaluated the unique challenges of Australians in relation to the global novel coronavirus (COVID-19) pandemic. The 2019-2020 bushfires and COVID-19 outbreak have increased rates of anxiety and distress in Australia. On the contrary, unprecedented spending by the Australian Government on health care, employment, and housing has potentially lowered anxiety and stress for some Australians. Research is required to monitor the potential long-term mental health consequences of COVID-19 in Australia. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Primary infection with varicella-zoster virus (VZV) during pregnancy can lead to devastating outcomes for both the mother and fetus. We describe a case of VZV infection in a pregnant woman who presented at 38 weeks' gestation. We also review the literature regarding management and prevention. Varicella-zoster virus-associated pneumonia in the mother is important to recognize. Outcomes in the newborn largely are dependent on gestational age at the time of infection. Prevention is paramount to management.

Bell's palsy is an acute facial paralysis of unknown etiology. Infections including syphilis have been implicated as causes for peripheral facial paresis. The Jarisch-Herxheimer reaction is an acute worsening of skin manifestations and systemic symptoms occurring after administration of antimicrobial therapy for spirochetal infections. Although rare, neurological signs can present as part of the Jarisch-Herxheimer reaction. The authors report a case of Bell's palsy experienced by a patient shortly after treatment with penicillin for secondary syphilis and propose that this acute unilateral peripheral facial paralysis was a Jarisch-Herxheimer reaction in response to therapy.