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Background: Alternative education provision such as Pupil Referral Units support young people who have been excluded from mainstream school settings and often from disadvantaged backgrounds. However, there is limited research to date exploring educators' perceptions of the complex needs of young people in PRUs, and the extent to which PRUs as currently configured can meet such needs. Methods: Between March 2019 and October 2020 twenty-two participants holding various educational roles from five different Pupil Referral Units across London and Southeast England were interviewed. The interviews aimed to explore the participants' experiences of working with students in PRU's and examine some of the challenges that they might encounter. Semi-structured interviews were analysed using Reflexive thematic analysis. Results: The three identified themes and their sub-themes highlighted the complex needs of these young people and identified significant barriers to effective service provision. The first theme 'Complexities of PRU population' highlighted the challenges that young people in PRUs face and perceived systemic short falls in addressing such complexity. The second theme 'Challenges of the PRU environment' highlights the frustrations that educators experience when it comes to providing adequate support to young people in PRU's, the absence of agency support, and the uncertainty that these educational settings can bring. The third theme 'Peer Group Influences' highlights the impact of peer groups from beyond the classroom on engagement within the classroom. Conclusions: Despite the clear complex needs of young people in PRUs, staff reported feeling ill-equipped to support these individuals and lacked access to effective inter-agency support. Participants reported that pupils' mental health difficulties were exacerbated by exclusion and reintegration practices, an over-zealous focus on educational outcomes and the impact of gang influences on their school lives. Implications include more specific mental health training for staff working in PRU's, improved inter-agency working and the incorporation of trauma-informed approaches in educational practice. [ABSTRACT FROM AUTHOR]

Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students.

The majority of women in prison have experienced prior traumatic events. Imprisonment can also be considered a traumatic experience. Research exploring how imprisonment affects women with trauma histories is scarce. To examine this, qualitative interviews were conducted with 50 participants imprisoned in three women's prisons in England. Four overarching themes were identified using thematic analysis: the traumatizing prison system; triggering power dynamics; trust in relationships; and surviving and thriving. Aspects of the prison environment and staff behavior were experienced as triggering and traumatizing, while peer relationships provided some mitigation of these difficulties. These findings have implications for the design of women's prisons, improvements in staff recruitment and training, and the implementation of trauma-informed care for individuals in women's prisons. [ABSTRACT FROM AUTHOR]

This original qualitative study investigated the experiences of police and social workers who worked closely with Looked-after Children (LAC) and each other in an inter-agency capacity. Participants were based in different local councils and police stations across various regions in Scotland including rural communities and the Northern Isles. Semi-structured interviews were conducted with an experienced cohort (n = 12). Those participants, police (n = 6) and social workers (n = 6), occupied different roles within their disciplines. The interview findings elicited three distinct main themes including numerous instances of traumatic experiences in working with LAC, some conflict in inter-agency working, and a lack of formal support in the workplace. The practical implications of those findings are discussed. [ABSTRACT FROM AUTHOR]

Anticoagulant rodenticides (ARs) are part of the near billion‐dollar rodenticide industry. Numerous studies have documented the presence of ARs in nontarget wildlife, with evidence of repeated exposure to second‐generation ARs. While birds are generally less sensitive to ARs than target rodent species, in some locations predatory and scavenging birds are exposed by consumption of such poisoned prey and, depending on dose and frequency of exposure, exhibit effects of intoxication that can result in death. Evidence of hemorrhage in conjunction with summed hepatic AR residues >0.1–0.2 mg kg−1 liver wet weight are often used as criteria to diagnose ARs as the likely cause of death. In this review focusing on birds of prey and scavengers, we discuss AR potency, coagulopathy, toxicokinetics and long‐lasting effects of residues, and the role of nutrition and vitamin K status on toxicity, and identify some research needs. A more complete understanding of the factors affecting AR toxicity in nontarget wildlife could enable regulators and natural resource managers to better predict and even mitigate risk. Published 2020. This article is a U.S. Government work and is in the public domain in the USA [ABSTRACT FROM AUTHOR]

This article advances research on the practice of youth justice in rural contexts. Drawing on Ingold's dwelling perspective, and empirical research with youth justice practitioners in rural England, we explore how practitioners develop their practice through their relationships to their rural working environments. We find that through these relationships, practitioners develop themselves as 'connectors', aiming to reduce the impact of Fordshire's remoteness and isolation on young people; as 'horizon stretchers', seeking to raise aspirations and broaden imaginations; but often find themselves to be 'outsiders' in relation to rural communities. Accordingly, we argue that youth justice work is infused with the lived realities of the contexts in which it is practised and that ongoing debates over the localization of youth justice must take this into account. [ABSTRACT FROM AUTHOR]