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This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.

Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students' development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors' personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences are also discussed.

This paper explores cyberbullying and cyberstalking victimisation in a Higher Education community and potential strategies for better supporting victims. It analyses qualitative responses from a convenience sample of students and staff who experienced these adverse behaviours. The data were collected from 34 self-selected respondents from a university in the United Kingdom. All qualitative responses were analysed using thematic analysis through ATLAS.ti 7.5. The interpretation of the data adopted a constructivist epistemological lens. Two-thirds of the sample reported cyber-victimisation formally to the police and/or their employers, but they encountered diverse responses, ranging from strong support to feeling judged or misunderstood. The study highlights that several victims adopted personal strategies to counteract cyberbullying and cyberstalking. Support from family and friends emerged as the primary protective factor for students and university staff. The findings contribute to the development of best practices and policies, as well as the mitigation of risk factors, ultimately fostering cyber user resilience. [ABSTRACT FROM AUTHOR]

With the increasing use of information and communication technology, university students are more vulnerable to cyberbullying and cyberstalking than ever before. While prior research has mostly addressed these adverse behaviours separately, the convergence of these phenomena in the education and lives of university students suggests the need to explore them within a more holistic framework. This study presents a narrative systematic review (NSR) that focuses on university students (undergraduate and postgraduate) as victims. Out of 7,518 papers screened, only 61 were eligible for the review, resulting in a comprehensive and critical overview of the risks and protective factors associated with cyberbullying and cyberstalking among university students. The analysis of the review metadata sheds light on the factors that contribute to victims' adverse experiences and explores best practices and intervention strategies for supporting them. The analysis revealed more research on cyberbullying rather than cyberstalking among university students. Certain risk factors have emerged as particularly relevant, such as underestimation of cyberbehaviour and risky behaviour among victims, along with considerations of gender, age, mental health, personality, and previous face-to-face victimisations. The most significant consequences include negative emotions and psychological vulnerabilities. Self-conscious behaviour and seeking support from family and friends are considered as the most common protective factors. There is a need for academic institutions to engage actively in preventing cyberbullying and cyberstalking through evidence-based programmes. Overall, there is a gap in our understanding of the effectiveness of policies and programmes at the university level. [ABSTRACT FROM AUTHOR]

Through a mixed methods approach, this article explores young people's perceptions about critical issues in secondary school and the improvements being made to prevent dropout risk. The empirical data were gathered from a representative sample of young people (14-24) in a socioeconomically disadvantaged region in the European Union. A principal component analysis assessed the most significant indicators that influence young people's scholastic experience and effectiveness of education. A content analysis was applied to identify the key critical issues and possible strategies to support young people's school satisfaction. The findings reveal a set of key indicators: interpersonal relationships, learning process, teacher role, school management, the impact of new technologies.

This paper explored the effectiveness of ensemble performance on the development of adolescent's life skills. An explorative qualitative study investigated young musicians' self-perception about the benefits and challenges of learning and playing music together. A convenience sampling technique was adopted for interviewing 15 adolescents (12–18 years old) who participated in a long-term music education programme led by a charity in the North-West of England. The data were analysed using NVivo, employing a thematic analysis approach. Two main themes emerged from the analyses: (1) the main benefits of playing and learning in an ensemble: the development of music and life skills; (2) the challenges experienced by the musicians learning in the ensemble. The findings suggest that participants were conscious of the positive effects of playing in an ensemble on their lives. This extended beyond merely learning a musical instrument, i.e. acquiring music skills. In particular, young musicians recognised they had developed greater self-confidence and cognitive skills such as critical thinking and self-awareness. Primarily, they developed effective communication and interpersonal skills. At the same time, these young musicians recognised they had to face challenges related to the process of learning music in an ensemble, such as managing emotions of frustration and adapting to different music learning styles and techniques. Finally, suggestions are made for the implementation and evaluation of future projects to explore the impact and effectiveness of classical music programmes, with a particular emphasis on ensemble-based initiatives and their influence on life skills. [ABSTRACT FROM AUTHOR]

This paper explores the social dynamics of adolescent co-offending and decision-making processes among co-offenders; and to investigate co-offending roles in relation to the nature of a specific crime. The sample consisted of 15 young people who were purposively sampled from a group of 14- to 17-year-old males who had been identified as at risk of criminal group involvement and referred to a community-based programme. Using a social identity framework, a thematic analysis was undertaken to investigate how the participants viewed their role in co-offending as part of a criminal group. Participants identified their roles in criminal groups as instigators, followers and group members. Planned crimes were either targeted or capitalised as part of other delinquent activities. Impulsive offending was opportunistic, impetuous or reactive. Furthermore, a new theoretical model to explain the social dynamics of co-offending was developed and the implications for co-offending prevention and intervention programmes are discussed. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the development of peer mentorship within Youth Justice, including the value and utilisation of lived experience. Children and young people who have acquired specific experience of system contact can accrue experiential knowledge and become 'experts by experience'. These children and young people are potentially capable of providing unique insights, which include sharing knowledge and experiences of navigating welfare and justice services. This research paper provides in-depth insight from an ongoing study about the experiences of those involved in delivering a peer mentoring scheme within a youth justice context. Data from semi-structured interviews with lived experienced peer mentors and practitioners were analysed using thematic analysis to explore participants' opinions, attitudes and beliefs regarding the design and development of a peer mentoring scheme. The article contributes to a conceptual understanding of the design and delivery of peer mentorship within youth justice. [ABSTRACT FROM AUTHOR]

The importance of working with children and young people to build pro-social identities and develop positive and constructive young person/practitioner relationships cannot be overstated. This paper seeks to review the benefits of Liverpool Football Club (LFC) Foundation's approach to youth intervention. It assesses the impact and appreciation of 'Onside', an LFC Foundation intervention programme aiming to raise the aspirations and motivations of children and young people while reducing risky behaviours, both inside and outside of school. The programme enables young people to engage through a bespoke curriculum developed and adapted to suit their needs, incorporating both the Prince's Trust Achieve Award and the Sports Leaders Level 1 Award. By utilising the lens of positive youth development (PYD), this paper presents data and insights into how the programme can act as a protective factor by addressing unmet needs such as adversity and disadvantage, enabling participants to thrive in their communities. This paper includes recommended strategies to facilitate the participation of young people in youth interventions and examines the important role of schools in partnering with football charities to co-create similar projects that prioritise young people, facilitate positive child outcomes and divert from stigma by embracing the principle of pre-emptive intervention. [ABSTRACT FROM AUTHOR]

An Italian peer mentoring programme was implemented by second-year undergraduate students (peer mentors) to support first year students (mentees). The scheme aimed to promote student community building and endorse active learning. Twenty mentors and 32 mentees were recruited. Data were extracted through the use of semi-structured questionnaires. For their mentoring, peer mentorsused Mobile Device Applications [MDA]. A qualitative content analysis was employed to evaluate students' perceptions. The findings suggest that the use of MDA improved student academic experience generating a sense of community to facilitate students' learning and social life. Students were satisfied with the adoption of MDA to foster active learning and community building between undergraduate students. Participants adopted MDA for promoting the peer mentoring scheme and planning events for mentees and to stay in touch throughout the peer mentoring programme. However, participants have highlighted criticisms and improvements. [ABSTRACT FROM AUTHOR]

Objective: To conduct a systematic review and meta-analysis of published randomised controlled trials on the efficacy of NAC supplementation on positive and negative syndrome scale in schizophrenia.Methods: A meta-analysis was conducted, and studies were identified by a search of electronic databases from inception to May 2018. Combined and stratified analyses were used.Results: Seven trials were identified, and data from n = 447 participants were included. Pooled analysis showed improvement of positive and negative syndrome scale following NAC treatment compared with placebo, for total (SMB = − 0.96) [95% CI − 1.69, − 0.24; P = 0.009], general (SMB = − 1.04) [95% CI − 1.80, − 0.27; P = 0.008] and negative (SMB = − 0.73) [95% CI − 1.29, − 0.17; P = 0.01] scores, respectively. Significant heterogeneity was found, and subgroup analysis showed significant reductions in studies with a treatment duration of ≤ 24 weeks, with a considerable effect size on total, general, and negative scores (Total SMD = − 0.83; General SMD = − 0.67; Negative SMD = − 1.09) following NAC.Conclusions: NAC improved all aspects of positive and negative syndrome scale in schizophrenic populations and may be more efficacious with treatment durations up to 24 weeks. [ABSTRACT FROM AUTHOR]