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Current treatments for Attention-Deficit/Hyperactivity Disorder (ADHD) in adults are limited by lack of response and side effects in about one third of the individuals. Changes towards a healthier lifestyle could have a positive impact beyond the relief of specific symptoms. However, it is not clear if nutritional interventions influence mental health and cognition. The objective of this study was to summarize the available literature addressing the impact of different diets in ADHD. The most promising dietetic approaches in ADHD are diets considered to be healthy (Mediterranean-type; DASH) and the Few-Foods Diet for children. Studies should take into account the presence of multiple confounders, biases associated with difficulties in blinding participants and researchers, and search for possible mechanisms of action, so we can have better evidence to guide clinical mental care of adults with ADHD.

This paper reports a qualitative investigation of the experiences of 18 students taking a year long, part-time pre-entry course designed to help participants choose a course of study and develop confidence in their ability to study at first year university standard. The particular focus for the research was information literacy, and the study sought to illuminate students’ reasoning underlying their information use. It was found that interviewees expressed greater confidence in the veracity of textbooks than websites, but that this contrast appeared to be based on a relatively unsophisticated epistemology. The interviews also suggested that students’ metacognitive awareness and control, particularly over the critical thinking processes by which candidate information is selected or rejected for study, were somewhat weak. The core characteristics of information literacy for this group are discussed and suggestions for follow-up studies and interventions to assist in improving matters are provided.

This article presents empirical research exploring adult returner students’ patterns of learning via qualitative analysis of a series of semi-structured interviews. Interviewees’ comments shed light on the relation between patterns of learning on the one hand, and study skills, epistemological issues and attitudes to peer interaction on the other. The data suggest that this group of students adopt a reproductive approach to learning, which is coupled with rudimentary study skills and a dualist, right/wrong epistemology. This constellation leads to a certain scepticism regarding the usefulness of peer interaction, even though such student-centred types of teaching are held to promote ‘deep’ learning.

There has been an increasing interest in intergenerational activities where young people and older adults work together in the exchange of knowledge, build new concepts, methodologies and ways of thinking. With the leading international conference on climate change in Glasgow in November 2021, this paper presents an intergenerational co-design COP26 project between undergraduate design students and older adult learners where co-design pairs were tasked with manufacturing a Glasgow COP26 souvenir, exhibiting them and selling them in a COP26 'pop up' shop. The project delivered important learning and teaching components including a briefing and information event, project launch, design studio sessions, work in progress reviews with external design critics, and making and testing design prototypes. A total of 13 adult learners and 22 design students completed the project. In designing and developing the souvenirs, the co-design pairs were asked to consider a number of important factors including production costs, materials, size, value and the connection to Glasgow and COP26. The co-design pairs were also asked to consider a range of contemporary issues in product design and development and also consider Glasgow slogans and landmarks that could be translated into souvenir forms as well as safety and intellectual property (IP) issues.