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This article analyzes how schools in the U.S respond to trauma in children and teens after the homicide of a peer and provides suggestions for best practices. The focus is not on in-school mass shootings but on homicide of young people outside of schools, in neighborhoods, which is the leading cause of death for African Americans between ages 15 to 24 years old, the second leading cause of death for Hispanic youth, and the third leading cause of death among White Youth (Centers for Disease Control [CDC], 2020). Typically, these deaths are not a national focus and schools have little resources to guide them in how to respond in the aftermath. Utilizing theoretical background on disenfranchised grief and trauma based practice, current school based response, and examples from the author's own experience in a large, urban school district in NJ, this article seeks to dissect this difficult topic.

Purpose: The Samuel Paty murder has generated a great response from the professional community and the world of education and schools in Europe and worldwide. In a unique way, civic educators expressed horror, sorrow, and solidarity with the family and with their French colleagues. The article is dedicated to Samuel Paty and the question of whether and how we as a community of international civic educators can learn from this terrible event. Design/methodology/approach: The article presents a case reconstruction using press and public documents attempting to disentangle the actors' positions, their stated intentions and contexts, and the following political intricacies of the case. Findings: The murder of Samuel Paty provoked a series of educational policy reactions that have paradoxical effects on civic education in schools, seen its intentions of political-social inclusion into a citizenship model. The case analysis documents the pitfalls of the instrumentalization of civic education for the securitization of societies.

This paper presents a reflective analysis of a novel approach to Problem-Based Learning (PBL) to teach abstract concepts in a large-class setting, specifically tailored for a third-year required undergraduate course, "Introduction to Geotechnical Engineering." The primary objective is to enhance student engagement and learning outcomes by employing forensic case studies-based learning, also known as murder mysteries. This unique adaptation of PBL offers a fresh perspective on teaching abstract concepts by introducing real-world engineering failures relevant to the topic. Students then identify potential reasons for failure, rank them, and cooperatively explore them. By progressing from the known to the unknown, students develop a comprehensive understanding of the fundamental principles they later encounter. by progressing from the known to the unknown This approach overcomes the limitations of traditional teaching methods that introduce abstract concepts before presenting real-world examples. The murder mysteries capture students' attention and interest, allowing them to experience the process of doing real-world engineering. Consequently, the course rating improved significantly, achieving the highest score in the last twenty years - 4.9 out of 5.0, well above the average course rating of 3.8 during the same period. The paper delves into the background, methodology, challenges, and reflections on implementing and evaluating this engaging and effective PBL adaptation in a large-class setting for teaching abstract concepts in engineering.

This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, M[subscript age]: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.

Domestic abuse continues to be a growing concern across the globe where the overwhelming majority of victims are women. Women also tend to experience more severe forms of violence, which includes murder. There is growing recognition that children who live in households where domestic abuse exists are directly harmed and often show psychological problems from an early age while other children present with no symptoms and appear unaffected. Domestic abuse is rife and its impact minimised and normalised by society when it occurs in intimate partner relationships. This paper highlights the complexities of domestic abuse noting its many presentations and how siloed responses from various organisations tackled to address it are inadequate. The paper will identify learning for practitioners in an effort to turn the tide and save lives.

The research paper explores the application of Functional Systemic Linguistics (FSL) in Critical Discourse Analysis (CDA) on the news "Scenario Ferdy Sambo" in online media Kompas and Tempo. FSL is used to analyze the textual features of the news, including the choice of words, grammar, and coherence, to identify the underlying ideologies and power relations embedded in the discourse. CDA is employed to analyze the social context and discourse practices surrounding news production and consumption, including the actors involved, their interests, and the implications of the news for society. This research analyzes the news of the murder case of Brigadier J, who dragged the name of a general, Ferdy Sambo. This case is at the forefront of a problem that is rife throughout society. The internet media, particularly Tempo and Kompas, highlighted stories connected to the unearthing of CCTV that Ferdy Sambo had buried. News writing portrays thoughts and manifestations of emotion in the individuals who read it. This analysis tries to describe the structure of the text and the social context of the discourse news in Kompas and Tempo. The research technique incorporates Teun A. Van Dijk's critical discourse analysis. Data were acquired via viewing the tempo and Kompas websites. The results of the analysis demonstrate that the structure of the text is built on elements of macrostructure, superstructure, and microstructure in the form of semantic, syntactic, stylistic, and rhetorical features that underpin the overall discourse. Analysis related to the social context provides an overview of the representation of the reader/community regarding the allegations of Ferdy Sambo's involvement in the killing of Brigadier J through the CCTV found. This leads to the people's thinking/ideology that the news is according to what they need because it is plain and open. The materials supplied in the discourse provided further explanations and disrupted the basic scenario of Ferdy Sambo, who was not involved in the death of Brigadier J.

Following the homicide of George Floyd on May 25, 2020, young adults participated widely in national protests against racism and police brutality. This study examined temporal trends and correlates of self-reported distress about police brutality from May 18 to August 3, 2020 among a cohort of young adults (ages 19-22; N = 2,080) from Los Angeles, CA. Bivariate and adjusted linear regression models estimated the association between survey completion date and distress about police brutality. Distress about police brutality increased substantially in the 2-weeks after Floyd's death (43% increase over baseline), but gradually declined over the ensuing 8 weeks to a 19% increase over baseline. Results suggest that police violence is contributing to stress and worry among young adults.

The increased publicity of mass shootings and the COVID-19 pandemic have fueled American demand for firearm purchases. Firearm violence has largely been blamed on people with mental illnesses instead of firearm accessibility, despite the lack of population-level evidence associating mental illness with firearm violence perpetration. We support interventions and policies to limit firearm access in homes, schools, and by all intimate partners who have been convicted of domestic abuse. We advocate for restrictions on the civilian purchases of semi-automatic rifles and large capacity magazines. Finally, we call for research addressing firearm violence as an environmental and structural issue, not an intrapersonal one.

This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either "praise or blame," I suggest that communication teachers can frame them as public pedagogy that "strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom" (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.

In this essay the author addresses the struggles of teaching a special topics course, Black Freedom Movement Education, in the midst of a global pandemic and Donald Trump's proposed ban on anti-racist training and critical race theory. The educator framed the course under the conceptual lens of stealin' the meetin'--a Black Antebellum practice of creating otherwise literacy practices under repressive circumstances. This form of educational resistance continued beyond enslavement as Black communities used the resources available to educate each other by any means necessary (Robinson, 2020). On a smaller scale, this class carried on the resistance through critical metacognitive engagement with Black education history. The author discusses how he navigated the course when, less than halfway through the quarter, a Black man was killed and burned in a trench. Using emails, lecture notes, student evaluations, texts, and reflections, the author shares vignettes of tension, Black affinity, and communal restoration.

When the verdict was announced in the case of "State of Minnesota v. Derek Michael Chauvin," the university at which the author is employed made an announcement, probably much like those emitted at other colleges and universities around the country. The campus was informed that the verdict was an indication not of the sound state of justice in the country, "not of how far we have come as a society, but of how far we have to go." People were told that America is a terrifying place for its black citizens, and that the Floyd case demonstrated "the fear and anger that Black Americans experience as part of each day." The campus was called to "model inclusivity" and to "tak[e] action" by, for example, "let[ting] a family member know that it's never OK to stereotype people" and by "seek[ing] ways to align with others in everyday life." The work to address "systemic racial inequity" on campus and in the country would require "continuous and permanent work . . . to become an antiracist and equitable community." "We, like the rest of our country, have a long way to go," people were solemnly reminded. The message concluded by calling readers to attend "a community gathering to reflect on the Chauvin trial and its implications for the future." In this article, the author examines the idea of community in the college setting in the wake of George Floyd.

The Holocaust was one of the most photographed genocides of the twentieth century. Since 1945, images from the liberation of the camps were used as shaming and shocking instruments of visual denazification. Many decades later, these icons are still used in educational contexts such as school textbooks, exhibitions, and documentaries and are presented almost exclusively as mere illustrations and not as independent sources. By approaching the image as a source, this contribution reflects on the different ways of looking at and seeing Holocaust photography. By moving from a purely emotional and illustrative approach to a more integrated visual approach, the complex dynamics underlying the Holocaust and the timeless mechanisms of totalitarianism (victimization, perpetration, and implication) can be better understood.

This essay explores a hospitality rite as a contribution to transitional justice. It describes a tea ceremony (and a related video recording, focused on testimonies) in La Hoyada, a site used as a clandestine burial ground for people abducted, tortured, and killed during the internal armed conflict in Peru. A place of destruction acquires new significance as an unfamiliar ritual breaks the temporality of the site; mindful hospitality actions create silence, so the voices of people can be better heard. The video is available at https://vimeo.com/trimedia/lahoyada.

On August 3rd, 2019, a racially-charged mass shooting occurred at Walmart in El Paso, TX that killed 23 people and injured another 23. Following the Walmart shooting, students in this borderland region wrote essays related to their experiences. We used the themes we identified to inform implications for teaching writing and composition for middle school level instruction. Student themes reflected affective, behavioral and cognitive reactions to violence. Students' proposed actions to address violence included themes at the national/global level and personal level. Essential attributes from "This We Believe" and critical expressivism provide insights for writing pedagogy which encourages students to connect their experiences with violence to their own personal thoughts, emotions, and solutions. Some recommended critical expressivist activities educators can include in their work with students are: low-stakes writing focused on experiences with violence, specific readings connected to experiences of violence, journaling about encounters with violence, poetry, and the creation of a research paper on the effects of violence.

Gun violence is a significant public health issue. The U.S. has more than one mass shooting a day in which four or more people are injured or killed. However, mass shootings are only the tip of the iceberg of gun violence. Among developed nations, the U.S. is an outlier in both gun possession and gun deaths. Gun deaths affect not only the victim but also have significant short and long term emotional and economic consequences on family, friends, the community and the psyche of the nation. Nationally, gun violence prevention remains elusive. History on many contentious issues, including smoking and automobile safety, suggest meaningful change can occur. Often these changes are associated with a triad of factors. These include sustained advocacy and education efforts, often over many years, incremental changes along the way using an upstream-downstream approach, accompanied by public education and supportive public opinion. Finally, and importantly, it suggests what health educators and citizens can do to address the gun violence problem.

The past three years of COVID-19 have resurrected deep pain for the Native peoples of Turtle Island, including the Kichiwikwendong Anishinaabeg, my people. We were the recipients of smallpox blankets used as biological warfare in 1763 issued by Lord Jeffrey Amherst, the commanding general of British forces, as retribution for Odawa leader Pontiac's battles to protect our homelands from the British. According to our elders, intentional biological warfare was actually wielded against the Odawas on at least two occasions, which reduced our nation from thousands to hundreds, with few left to bury our dead. Rather, the bodies had to be burned in a place that is still held sacred by Odawas today. Until COVID-19, I had never heard these stories. The Odawas faced almost complete annihilation as a result of the insatiable greed of empire, but we have persevered only to now see our Mother Earth in critical planetary crisis. As a result of the destruction of ecosystems and habitat, humans are now experiencing similar sicknesses in the form of pandemics. This article is a discussion of the impact of settler colonialism on Native homelands in the Great Lakes, the role education has played, and the reparative justice work being done to restore the health of the land and Indigenous peoples in Mnisota Makoce, my home today.

911 calls reporting the mysterious disappearance of a child may contain information critical to law enforcement. If this information is untruthful, valuable resources can be misdirected and precious time may be lost. Therefore, the current study examined verbal cues of veracity and deception in 911 calls placed by caregivers of missing children. Specifically, the current study compared differences between a sample of caregivers who falsely reported a child missing to conceal their role in the child's homicide and truthful caregivers who reported a child missing and had no knowledge of the child's whereabouts at the time of the call. Results show promise and consistency with previously proposed indicators of veracity and deception. Specifically, a greater number of self-handicapping statements were made by deceptive individuals, whereas truthtellers were more likely to spontaneously self-correct. Practical implications are discussed.

The definition of what constitutes a conflict, in terms of both time and events, has been consistently debated in the historical study of social phenomena. What has become increasingly clear, however, is that the methods used to define it are generally biased as they are highly dependent on the perceptions of the researchers who establish them. Using Mexico as a case study, we tested a data-driven method for periodizing long-term homicide trends. We found structural break analysis and Markov-switching regression modelling to be useful methods for periodizing long-term time series data of homicide rates, without an "a priori" or skewed definition. We also found that the current trend of increasing homicidal violence may prove difficult to reverse given that historical structural shifts in Mexican homicidal violence are unlikely events in the long term.

Purpose: Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student's stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre. Design/methodology/approach: This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student's interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading. Findings: The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence. Originality/value: While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers' emotional responses and stance-taking practices when reading about historic acts of racial violence.

This study investigates the language used by national newspapers in Mexico: "El Universal", "La Jornada", "Milenio", and "Reforma", when addressing the issue of feminicide regarding victims and perpetrators, as well as their relationship with the gender of the reporter and with each newspaper. The research is based on the analysis of qualitative content and the theoretical framework of framing. Categories were built on the type of language in cases of feminicide of 360 journalistic texts published during 2017: 1) Narrative of feminicide; 2) Justification of the perpetrator or alleged perpetrator; 3) Social issues; 4) Blaming the victim. The analysis yielded cases of victim blaming to a lesser extent than those of the perpetrator's justification. Aspects of the narration of feminicide stood out both by the gender of the reporter and by the media in the four newspapers, from two perspectives: 1) The fact, the follow-up, or the context; 2) The fact, legal aspects, and statistics. Reporters, men and women, tend to justify the perpetrator; male reporters blame the victim more than female reporters; and female reporters contextualize feminicide through social issues: social violence, impunity, and failures in legal processes. "La Jornada" is inclined towards social issues, while "El Universal" tends to justify the perpetrator.

Since March of 2020, two pandemics have hit the United States of America like a bag of bricks. The health pandemic as a result of COVID-19 that has killed over 180,000 Americans and the racially-charged genocides that continues to murder our Black brothers and sisters. As a result of constant disregard for Black lives, in part 1, we analyze the ongoing threat on Black bodies by police officers while simultaneously illustrating why Black Lives Matter. Additionally, in part 2, we explore what it means to be a Black person on America's post-secondary campuses while naming "privilege" and illustrating what White allies can do to support their Black peers, colleagues, friends, families, and communities. Moreover, in part 3, we wrap it all together by illustrating the importance of voting in the upcoming election and why this is the election of our lives.

National trends indicate a need for continued crisis interventions, specifically for online settings. The purpose of this study was to examine perceptions of crisis frequency and preparedness of online educators. This research is needed to provide guidelines for detecting and responding to crisis to meet the educational needs of students in a safe school setting, specifically with the 2020 health pandemic. The methodology utilized survey data from participants (n=143) to provide perceptions of frequency and preparedness in varied crisis areas. Findings noted that in the different areas of crisis, the percentage of educators who felt 'very prepared' were in need of improvement. Of these educators, indicated feeling 'very prepared' in the areas of neglect (45.8%), abuse (47.6%), suicidal ideations (53.1%), homicidal ideations (18.9%), unexpected death of a student (9.8%), unexpected death of a teacher (7.7%), natural disasters (18.9%), and terrorist threats (7.7%). These implications for practice suggest a need for crisis management planning and training for online settings and promotes the need for this plan to translate into professional learning that is purposeful, collaborative, and sustainable to ensure school safety. Recommendations for future research include gathering data on a wider scope from education professionals nationwide. [Note: The page range (107-128) shown on the PDF is incorrect. The correct page range for this article is p107-127.]

Perturbed by a racially motivated homicide in his homeland and a more recent murder (under investigation at the time of writing) in the United States, the author makes a strong case in favour of Social Justice Educational Leadership. The exploratory investigation examined the following questions: (1) What leadership processes are school leaders adopting to ensure equity and social justice in multicultural schools? (2) What strategies are school leaders providing their staff to continue supporting quality education for all students, irrespective of cultural background? The research sought to extend the debate between educational leadership processes and the ongoing quest towards social justice as embodied in schools in Malta. A qualitative approach emanating from literature review on critical multicultural education was used in the study. Three school leaders known for their stance on issues of race, prejudice, discrimination, oppression, and marginalisation offer their valuable insights on leadership practices inundated with successful processes leading towards more socially just schools. Findings advocate for a wider discussion on the possibilities for effectively addressing the challenges of leading and managing the multicultural school, based on justice and equity principles.

School mass murder shootings were practically unheard of prior to the 1980s. It is the purpose of this qualitative case study to explore what parents of teenagers believe are shared behaviors, social characteristics and personality traits of juveniles at risk of becoming mass murderer offenders. Being a loner or having social isolation was the primary characteristic determined by the parents. Psychiatric disorders, being angry, and being bullied were also named by over half of the parents. The primary information source that the parents said they obtained this information from was from the news media. This information did not match the information provided by the literature review. Being a loner and having psychiatric disorders are not characteristics of a juvenile contemplating mass murder.

Recent research indicates that children with autism are at increased risk of maltreatment. We examined news media reports on homicide incidents involving children with autism as victims in the United States between 2000 and 2019. Of the 52 victims studied, 47 (90.4%) were male. Age of victims ranged from 2 to 20 years (mean = 10.4 ± 5.3 years). Parents and other caregivers accounted for 63.5% and 13.5% of the perpetrators, respectively. The leading injury mechanism was gunshot wounds (23.1%), followed by drowning (19.2%), and suffocation, strangulation, or asphyxiation (19.2%). The most commonly cited contributing factor (47.1%) was overwhelming stress from caring for the autistic child. These results underscore the importance of supporting services for caregivers of children with autism.

Research has been conducted for several decades on the framing of stories in the media. This study furthers that field by analyzing the way newspaper articles report on the deaths of unarmed people of color at the hands of law enforcement and security personnel between 1999 and 2017 to determine if local and national print media frame these stories using similar terminology and concepts. Tabular and graphical analysis from the Leximancer program, as well as statistical analysis (Chi-square, p < 0.0001), all demonstrate that local and national newspapers do not use similar terminology and concepts when presenting these stories. Therefore, the null hypothesis is rejected.

Black boys' grief coping with peer homicide remain under-researched and undertheorized. This is especially significant when combined with the emerging understanding that Black boys may experience homicidal death in significantly different ways and durations than others. This manuscript examines the experiences of three Black boys attending an urban school, in the wake of the homicidal death of their peer. We purport the absence of grief counselors and the lack of administrative sensitivity, created a misalignment between the boys' need to grieve, and systems within an urban school context that denied and erased trauma. Drawing from concepts of disenfranchised grief, we situate our analysis using a theory of proximal processes. This framework reveals a perspective that counters the hegemonic ontologies which deny Black boys' the right to grieve. Furthermore, in examining one Black male mentor's support of the boys in the aftermath of this tragedy, this manuscript contributes to an increased awareness of the need for urban school policies and practices that reflect reframed understandings of Black boys' mourning.

This study examined the impact of the racial justice movement that emerged in the United States after the murder of George Floyd and during the first year of the COVID-19 pandemic on the discussion around equity and diversity initiatives in a predominantly White school district. We conducted thematic analyses of public communications of school district officials and community members and applied an epistemologies of ignorance framework that explains White denials of structural racism. Floyd's murder and the pandemic appeared to shift the discussion toward greater acknowledgment of structural racism, yet White ignorance and denial persisted. We conclude that equity and diversity initiatives should include critical focus on White people's experiences and stronger emphasis on the historical antecedents of present-day racial inequity.

This study uses open source information to examine school shootings in the United States for the 1990-2016 period. We innovatively created a national-level database to address the gaps in existing research and identified 652 school shootings. These shootings included 473 intentional shootings (encompassing 354 with known offenders and 119 with unknown perpetrators), 102 suicide only shootings, 73 accidental discharges and 4 legally justified shootings. Most school shootings were committed outside of the school building (e.g., school yard), by non-students, during non-school hours and were sometimes motivated by non-school issues such as gang disputes. Almost 56% of the intentional shootings resulted in no deaths and mass homicide shootings were outliers. No clear time trend emerged. Importantly, proportionally more of the non-juvenile offenders committed fatal shootings. While the vast majority of attacks targeted high schools, those against elementary schools were more deadly. We outline how these findings could aid policymakers, and highlight issues that future research could address with these data. We also describe our open source collection procedures, the amount and type of information uncovered, and how we assessed their quality. We aim to set a standard for more transparent open source data collection processes and enhance the data's rigor to provide important context to the larger policy discussions about school shootings.

Safety remains a key concern for parents and education policy makers. Homeschooling opponents argue that child abusers use homeschooling to isolate and harm their children while public school teachers and administrators, as mandatory reporters, reduce child maltreatment. Supporters of homeschooling argue that public schools expose children to bullying from their peers and that some school employees also mistreat children. In the 1980s and 1990s, most states adopted legislation clarifying a legal path for homeschooling. I conduct two-way fixed effects and event study analyses of the effect of homeschool rules on measures of child safety. Although most estimates are not statistically significant, some specifications find a statistically significant increase in child homicide rates in the years following homeschool legislation. Better understanding how a variety of educational options affect children's safety continues to be a pressing aspect of education policy.

Despite its rarity, school-associated violent death (SAVD) has wide-ranging implications on school safety, education quality, public health, politics, and more. This review article summarizes the data sources most used to surveil and study SAVD, the novel findings and recurring themes of original SAVD research, and the persisting gaps in SAVD research today. Overall, we found that academic attention and productivity related to SAVD has not focused on the most prevalent subtype -- single-victim homicides occurring in urban, public schools and involving Black and Hispanic offenders and victims. Instead, the majority of SAVD research has focused on the much less frequent yet more conspicuous "rampage" multiple-victim homicides. Similarly, we identified an extraordinary dearth of both surveillance and research on all other types of SAVD, especially suicide and non-firearm violent death.

Genocide education would benefit from a renewed focus on how ordinary people perpetuate atrocities more so than villains. Ordinary evil is often understood via Hannah Arendt's political theory, which explains how people can contribute thoughtlessly to genocide. This "banality of evil" explains an important aspect of human behavior, especially when understood in conjunction with Elizabeth Minnich's work on intensive and extensive evil, as well as with Stanley Milgram's research on obedience. Yet Arendt, Minnich, and Milgram do not explain ordinary people who become eager killers. Thus, the addition of Ernest Becker's idea of the fetishization of evil is important. Students would benefit from engaging with Arendt and Becker's theories in tandem, as well as from learning about disobedience and ways to expand fetishized perceptions of others.

The Colombian Peace process has come to a formal end with the signing of the Treaty of Havanna in 2016. The article gives a short introduction of the developments since then, focusing on the plebiscite before reporting the results of our visits to three different municipalities, where we talked with victims and victimizers, carried out various pedagogical exercises and received a feed-back concerning measures implemented to compensate victims and reintegrate former victimizers.

Post-secondary institutions across North America have noticed a concerning trend in terms of increased student mental health crises on campuses. Consequently, many colleges and universities have been working to develop responsive and comprehensive mental health frameworks. While broad studies have illuminated the high rates of student mental health struggles, none have focused solely on documenting mental health related crises that occur on campus during a prolonged period of time. This type of information is vital if we are to create comprehensive mental health frameworks for our post-secondary institutions, because it will be these types of incidents that will most vigorously test the policies and processes that comprise the bases of these frameworks. Thus, the current study examined documented student mental health crises on a college campus over a three-year period. The data examined provide an overview of: the types of crises reported (e.g., suicide/homicide risk; psychotic-like behaviour; assault; self-harm); identified triggering events; and the types of internal and external campus supports activated.

The extrajudicial killing of Black people, particularly unarmed Black boys and men, at the hands of police is one of the most pressing social and racial justice issues in the USA. The awareness of, and indirect exposure to, police killings of Black people has a detrimental impact on the academic achievement, school attendance, mental health, and social development of Black children and youth. Despite this, there has been silence from the school psychology profession regarding police violence against Black people and ways to provide school-based support to Black children and youth who are exposed to such violence. Thus, the purpose of this study was to explore school psychology students' and school psychologists' knowledge about police violence against Black people, their experiences with graduate education preparation for providing professional support to Black students who are exposed to police violence against Black people, and their perceptions of training areas in which school psychology programs could improve. Findings indicated that participants gained knowledge about police violence against Black people from multiple sources, including personal and professional experiences; few discussed police violence or Black Lives Matter specifically in their programs; none had specific training to support Black students exposed to police violence against Black people; and most recommended programs improve multicultural training.

Stacy Boldrick is a Lecturer in Art Museum and Gallery Studies at the University of Leicester, where she conducts research in iconoclasm and its significance for social groups and institutions. She is the author of "Iconoclasm and the Museum" (Routledge, 2020). In 2013, she collaborated with Tabitha Barber to curate Art Under Attack: Histories of British Iconoclasm, an exhibition at Tate Britain. The present interview took place in the aftermath of George Floyd's murder and against the background of the ensuing worldwide anti-racism movement and protests when many debates on what should happen to monuments linked to the Confederacy, slavery and colonialism were put in the spotlight. The interview explores the historical and social consequences of iconoclasm, with a particular focus on the role of monuments within the current anti-racism movement. Lily Jean is studying Politics and International Studies at the University of Warwick.

High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010-2011 to 2015-2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logistic regression with school fixed effects to adjust for constant differences between schools, we find that students are more likely to leave following years with higher levels of violent crime at their school. These associations are strongest for students ineligible for free or reduced-price meals and from safer neighborhoods.

The health and well-being of young people remains a critical issue. For Indigenous girls and young women in Canada and South Africa, the situation is exacerbated by high rates of sexual violence. The article draws on examples of artworks and close readings of several images of resistance produced by Indigenous girls and young women participating in a six-year study that seeks to address sexual violence in the two countries. Exploring resistance is an understudied area in relation to young people and well-being. Building on our visual research and fieldwork, we posit that the idea of "picturing (as) resistance" through the various participatory visual and arts-based tools is a promising area of investigation in relation to well-being.

This paper presents preparations, execution and reflection on results for the physics part of a CSI task for the European Union Science Olympiad 2010, taking place at the University of Gothenburg. The participants were required to make a graph of the cooling of a swede ("Brassica napus"), as a proxy for the cooling of a murder victim, and to choose a mathematical expression for the cooling curve, as well as assigning an approximate time of death

Given the tragedy of war and genocide, words often cannot adequately capture the complexity of war-related experiences. Researchers are increasingly utilizing the arts to enable multiple forms of expression, as well as for its therapeutic and empowering qualities. This paper outlines the use of the "river of life," an arts-based autobiographical mapping tool, conducted with 60 youth born of rape during the genocide against Tutsi in Rwanda who continue to live with this intergenerational legacy of sexual violence. The article begins with a review of current arts-based methods and their relevance for war-affected populations and an overview of the genocide, sexual violence, and the lived realities of children born of rape. We then outline the "river of life" mapping tool, where participants drew their life histories using the metaphor of a river, addressing the ebbs and flows of their lives and the obstacles and opportunities they encountered. Developed in collaboration with local researchers, participants were invited to share the meaning of their drawing with researchers, explaining key events throughout their life course, utilizing metaphors, and symbolism to convey their experiences. The article highlights how the "the river of life" facilitated key insights into the post-genocide experiences of children born of rape, and the long-term impacts at the family, community and societal levels, and proved to be especially helpful in enabling youth participants to process and communicate their histories of genocide and experiences of stigma and discrimination. The "river of life" was also reported by participants as having unintended positive effects, including closure and clarity in navigating their past and their futures. While not without limitations, we argue that this mapping tool represents an important addition to arts-based methods that can be used with populations who have experienced profound forms of violence and marginalization.

This article positions theatre as a site for victims and activists to action their resistance against Gukurahundi related incarceration and human rights abuse perpetrated in the 1980s. Through case studying Talitha Koum and 1983, we examine resistance strategies deployed through theatre performance to expose Gukurahundi violence, invigorate debate and hold public officials accountable. We submit that theatre performance offers a 'liberation' of cultural memory from state regimes of censorship and suppression. We observe that performances served as a form of agentic resistance against the original acts of violence perpetrated during the genocide, and the subsequent 'psychological incarceration' experienced by victims.

This paper is a critical discourse analysis of the responses by Harvard and Oxford to the murder of George Floyd. Findings point to how the two institutions visually separate stated commitments to equity and their identities as world-class institutions. The official university response is compared and contrasted to student media, The New York Times and The Guardian. Mediatization provides a framework for looking at the multiple logics that elite universities are responding to in maintaining their top-ranked identities while also responding to media pressure to acknowledge racism in their institutions.

Drawing from data from a multicase study, I examined how teachers teach current racial violence and for racial justice in rural school spaces in the U.S. South. Using abolitionist teaching and trauma-informed pedagogy as theoretical lenses, I argue that racial violence and racial justice can be taught well even in schools in complex political, social, and ideological communities. Teachers need to "assume racial trauma" in all students, "connect the past and present" of racial violence and resistance, "frame teaching for the space" in which the teaching is done, and finally, "affirm" the experiences of students of color, recognizing both the violence and the resistance.