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Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers. Practitioner points: Teachers' critical racial consciousness impacts their skills to navigate conversations about race/racism, their ability to incorporate culturally responsive elements in their teaching practices, and the quality of the social environment they are able to craft for Black, Indigenous, and youth of color (BIYOC).BIYOC develop a sense of belonging in learning spaces that positively represent them—in both the messages delivered to them and in their learning experiences.Teachers' critical racial consciousness influences the quality of relationship they are able to hold with BIYOC. [ABSTRACT FROM AUTHOR]

Background: Schools are increasingly measuring school climate and social emotional learning, yet few measures conduct invariance testing by race, gender, or language despite known differences in perceptions of these constructs based on these identities. Objective: This study reports on the validation process of a school climate and social emotional learning (SEL) student survey in the context of a research practice partnership (RPP), including ways the research process was shaped by the partnership. Guided by the principles of practical measurement and the goal of creating a measure used for continuous improvement, we examined item quality, construct validity, internal consistency, and measurement invariance. Methods: Data are from a district-wide survey of 29,415 students enrolled in 3rd through 12th grade. Confirmatory factor analysis (CFA) was used to establish a measurement model. Multiple group CFA was used to assess configural, metric, and scalar invariance by race, gender, home language and grade band. Results: The measurement model had adequate fit after minor post hoc modification, albeit with high correlations among factors, showing evidence of construct validity. Scales were sufficiently reliable. Evidence was found for configural and metric invariance but not scalar invariance for race or grade band. Conclusion: Findings suggest that districts measuring SEL and school climate should take additional care to attend to differences in how students perceive these constructs. Ongoing consultation with the RPP was crucial to designing a measure that was practical and useful for continuous improvement. [ABSTRACT FROM AUTHOR]

The present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview (n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences and perspectives concerning racist bullying. Focus groups were analyzed using template analysis. Racist bullying was a common experience among racial and ethnic minoritized students. CBR and WF were evident as white students and teachers claimed students had similar experiences regardless of race, they minimized the impact of racist bullying, and silenced discussions of race and racism. CBR and WF were critical drivers of the maintenance of racist bullying in this middle school, and thus important to address in efforts to prevent racist bullying. Practitioner points: Racist bullying was a common experience for racial and ethnic minoritized students.Colorblind racism and white fragility (WF) were common among white school staff and students.Colorblindness and WF led white school staff to downplay or ignore racist bullying. [ABSTRACT FROM AUTHOR]

Following the recent proliferation of anti-discrimination protections supporting LGBTIQ+ youth internationally, backlash periods have ensued. Whilst liberal-progressive rights models theorise ‘backlash’ as an expected consequence of rights recognitions progress, some post-colonial and Queer scholars frame backlash within enduring authoritarian anti-rights tendencies, and question assumptions of progress. To understand backlash more adequately, this paper explores state-level anti-LGBTIQ+ Bills potentially impacting youth proposed in the USA between 2018 and 2022. Critical discourse analysis is used to map the different types, locations, conceptual arrangements and outcomes of 543 anti-LGBTIQ+ rights US state-level proposed Bills. Bill attempts were mainly concentrated in Republican-governed states including Tennessee (48), Missouri (40), Iowa (39), Oklahoma (32) and Texas (32). Overly extended claims concerning girls/women’s religious and parental rights were advanced in opposition to LGBTIQ+ youth rights, and as part of wider rights attacks. Bills used anti-rights and pro-rights discourses to mask as ‘backlash’ the rights claims advanced by elite-led anti-rights mobilisations. [ABSTRACT FROM AUTHOR]

Definitions of 'religious freedom' around schools' treatment of lesbian, gay, bisexual, transgender, intersex, queer and asexual (LGBTIQA+) students have been regularly debated internationally, with little input from LGBTIQA+ students. Transformative theories of religious freedom around sex, gender and sexuality in education suggest religious freedom cannot counter equality. This study uses data from the 2022 Gender and Sexuality Expression in Schools Survey to explore 1293 Australian LGBTIQA+ students' relevant experiences and definitions around religious freedom in schools. Basic descriptive and correlative statistical analyses were undertaken for quantitative data in SPSS and Excel including chi square tests; alongside Leximancer-supported thematic analyses and poetic transcription of qualitative responses. LGBTIQA+ students defined 'religious freedom' as positive freedoms of religious (non-)memberships and (non-)beliefs, without interpersonal/institutional harm or coercion. They often framed freedom using 'transformative' pro-LGBTIQA+ ideals. LGBTIQA+ students were less likely to experience 'religious freedom' in religious schools; where policy and educational interventions appear necessary. [ABSTRACT FROM AUTHOR]

Research–practice partnerships play an important role in critically examining racial disparities in schools, as well as supporting the immediate adoption of practice improvement. This article outlines the results of a multisite case study with students, teachers, and administrators across two racially and ethnically diverse middle schools in the Pacific Northwest. Using a multisite case study approach (N  =   2), authors explored practice challenges and successes in four phases of the research–practice partnership: (1) building the partnership, (2) designing the study, (3) data analysis, and (4) translating the data into action for racial justice. Data sources include field notes, observations, teacher and administrator interviews, and student focus groups. A cross-case synthesis analytical approach was used. Linking these perspectives offers an ecological approach to identifying, understanding, and interrupting racism in schools. Article concludes by discussing the importance of research–practice partnerships for racial justice in schools and the powerful role that student and teacher voices can play in the process. [ABSTRACT FROM AUTHOR]

This paper reports on a critical survivor-driven study exploring how Australian lesbian, gay, bisexual, transgender, intersex, queer and asexual (LGBTQA+) adults attempt recovery from religious Sexual Orientation and Gender Identity and Expression Change Efforts (SOGIECE), and what supports they find useful in this process. The study privileged the critical communal lens of self-titled survivors of perspectives through its reference group, and applied Bronfenbrenner's psycho-social lens, in an effort to ensure research used by psychologists was for and with survivors rather than on them. Qualitative data on SOGIECE survivor experiences and perspectives was collected using two focus groups and interviews including a total of 35 Australian SOGIECE survivors aged 18+ years. Findings suggested that post-SOGIECE recoveries were more successful if survivors experience three provisions: people who are affirming with whom to be freely themselves – especially health and mental health practitioners, family and friends, and survivor support groups; considerable time and internal motivation to enable support to be effective; and conflicting aspects of identities and beliefs are reconciled in ways that foreground survivors' autonomy in their reconstruction. SOGIECE survivors need recovery plans that consider complexities at all levels of their ecology of development; and diversify their exposure to affirming supports and ideas at all levels. Mental health practitioners should be especially careful to foreground survivors' autonomy in therapies, recalling that they likely experienced past abusive therapies/therapy dynamics. Key Points What is already known about this topic: People exposed to Sexual Orientation and Gender Identity and Expression Change Efforts (SOGIECE) are at increased risk for many mental health conditions. People exposed to SOGIECE are at increased risk of self-harm and suicide. SOGIECE survivors need distinct treatment considerations distinguishing 'pathology' from SOGIECE's 'negative effects', and challenging past social conformity-drives. What this topic adds: SOGIECE survivors need community (re)building aid in their recovery confluent with their own faith goals and avoiding conformity with therapists' (faith-negative/faith-positive) ideals. SOGIECE survivors need considerable time and different phases in recovery processes, to do developmental work discussing and reconciling dualities in identities, beliefs and social (re)engagements. Support approaches and resources closely aligned to SOGIECE survivors' presented identities were emphasised for the initial recovery decision-making, these could later vary more across treatment. [ABSTRACT FROM AUTHOR]

Lesbian, bisexual, transgender, queer and asexual (LGBTQA+) Australians are vulnerable to religion-based attempts to change or suppress their sexuality and/or gender identity, including conversion ideology messaging in school-based sex education. Conversion bans are currently being debated across the country. This paper reports on a critical survivor-driven study which retrospectively explored Australian LGBTQA+ youth exposure to conversion practices both within and outside of education settings. It privileges the perspectives of self-titled 'survivors' of conversion ideology and practices through the use of a reference group and constructivist grounded theory. Qualitative data were collected 20 from Australian LGBTQA+ conversion ideology and/or practice survivors aged 18 years and over, using focus groups and 35 individual interviews between 2016 and 2020. In conversion-promoting religious contexts including education institutions and groups, messages concerning sexuality and gender changed as individuals grew older and were drawn into more/enclosed settings in which core conversion messages of LGBTQA+ 'brokenness' were prevalent. While individuals progressed through the conversion experience in different ways, their experience was characterised by the absence of any form of affirming LGBTQA+ education – enabling conversion itself to become their LGBTQA+ (mis)information source. School policy addressing conversion, alongside enhanced provision of affirmative age-appropriate gender and sexuality education, may mediate this issue. [ABSTRACT FROM AUTHOR]

In summer 2020, we invited the 6761 undergraduate students who took a Spring 2020 math course at the University of Arizona to participate in a survey, with 13% responding. We asked about their experience with the emergency transition to remote learning and measured their math anxiety before and after the transition using the well-established Abbreviated Math Anxiety Scale (AMAS). \Unmotivated, depressed, anxious" are the words one undergraduate used to de-scribe their emergency transition to remote learning. Our results indicate that limited access to quality technology and inadequate communication with an instructor were the two greatest predictors for an increase in math anxiety after the emergency transition to remote learning. These results may encourage instructors to foster community with their students, especially during emergency remote learning. [ABSTRACT FROM AUTHOR]

Objectives: This study sought to explore perspectives of trans and gender diverse (TGD) people of ways to alleviate gender dysphoria in service provision and to develop a framework for application in health and other areas that can be used by researchers and service providers to design study protocols, assess organisations and enhance everyday practice in ways that are sensitive to TGD people's experiences. Methods: Data from a national Australian survey on TGD people conducted in 2018–2019 (n = 340) were used to develop a framework for alleviating dysphoria. Participants were asked an open-ended question on ways that body discomfort could be minimised in clinical encounters. Inductive thematic analysis was used to develop themes true to participant sentiment, which formed the basis for the development of a framework. Results: The sample was overall young, with 60.6% aged 18–24, and a strong representation of gender diverse people (42.6%). The most important theme for participants was the context of the experience, which included the subthemes of the interpersonal qualities of service providers, language and pronouns, and practical aspects. Aspects of systems were also important, with education and awareness being particularly emphasised, followed by inclusive environments. Access to gender affirming medical and surgical procedures was rarely mentioned (2.6%). A minority of participants indicated that there was nothing that could be done to alleviate their gender dysphoria (4.4%). Conclusions: The study proposes a framework that can help facilitate assessment of a service's current practices, inform a practitioner's daily practice and be used by researchers to appropriately design studies. The most important areas to address centre on the context of the immediate experience, which may be influenced through systems-level characteristics. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses articles in the issue on topics including different framings of people with intersex variations related to consideration around sex and sexuality education, peer-led intersex rights-and-health-advocacy, and recommendations for improving sex and sexuality education in specific sections of the piece of writing or in research-based conclusions.

Stigma is an important contributor to social isolation and has negative wellbeing and health impacts. People with intersex variations experience stigma based on multiple factors – family-based silencing and stigma; lack of adequate puberty education normalising body diversity at school; and medically imposed stigma from 'corrective' interventions. This article outlines theory concerning sex-based relational socialisation in schools for friendships and other relationships. It explores the literature on social isolation and exclusion and on students with intersex variations. It reports on the sex-based relational learning informed by the schooling experiences of 86 people with intersex variations aged 22–71 years, recruited from diverse international contexts. Students with intersex variations desired friendships with students of a different assigned sex more frequently than did endosex students. They had different friendship and dating patterns and greater experience of social isolation compared to endosex students in both primary/elementary and high/secondary school contexts. Almost all participants found surgical intervention to be inappropriate and the inappropriateness of the gender in which they are brought up was a strong predictor of negative sex-based relational learning experiences and social isolation. Data provide important arguments for young people with intersex variations to have greater bodily, sex and gender determining autonomy in school and related settings. [ABSTRACT FROM AUTHOR]

In an era where higher education institutions appear increasingly committed to what Sara Ahmed calls 'speech acts' whereby declared goodwill, through stated commitments to diversity, equity, and increasing Indigenous student enrolment and completion have been made; it is undeniable that Indigenous academics are in high demand. With fewer than 430 Indigenous academics currently employed here on the continent now commonly referred to as 'Australia', and 69% of that cohort identifying as female, what does it look like to experience this demand as an Indigenous academic woman? Drawing on data collected from a Nation-wide study in 2019 of 17 one-on-one, face-to-face interviews with Indigenous academic women, using Indigenous research methodologies and poetic transcription, this paper explores the experiences and relational aspects of Indigenous academic women's roles in Australian higher education. [ABSTRACT FROM AUTHOR]

This study examined the relationships between school‐level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self‐reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school and students' own perceptions of climate at their school. This moderating effect was confounded by school grade band (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade band, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. School practitioners' efforts to improve the school climate may also contribute to racial equity in academics. [ABSTRACT FROM AUTHOR]

School disengagement is a critical factor that will likely exacerbate long-standing racial inequities in educational outcomes during the aftermath of the coronavirus disease (COVID-19) pandemic. Due to their training and contact with at-risk students, school social workers and other school-based mental health professionals (SMHP) are in an ideal position to understand the impact of COVID-19 and virtual learning on K–12 students. To that end, this study reports on findings from a survey of SMHP about the differential impact that the COVID-19 outbreak is having on students and their families. The findings suggest that COVID-19 has had a tremendous impact on families overall, especially among populations who were experiencing hardships before the current outbreak. In addition, several barriers were noted for student learning, with many students—particularly students of color—completely disengaging from school during spring 2020. However, SMHP reported several important insights on how to support students and their families—some requiring immediate action on the part of school districts and others requiring greater community-level investment into the economic, social, emotional, and overall health of families. Findings are discussed in light of addressing disengagement and educational inequities for students of color. [ABSTRACT FROM AUTHOR]

Infection with Neisseria gonorrhoeae leads to inflammation that is responsible for the disease symptoms of gonococcal urethritis, cervicitis, and pelvic inflammatory disease. During growth, these bacteria release significant amounts of peptidoglycan (PG) fragments which elicit inflammatory responses in the human host. To better understand the mechanisms involved in PG synthesis and breakdown in N. gonorrhoeae, we characterized the effects of loss of function mutations in mltG. MltG has been identified in other bacterial species as a terminase that stops PG strand growth by cleaving the growing glycan. Mutation of mltG in N. gonorrhoeae did not affect bacterial growth rate but resulted in increased PG turnover, more cells of large size, decreased autolysis under non-growth conditions, and increased sensitivity to antibiotics that affect PG crosslinking. An mltG mutant released greatly increased amounts of PG monomers, PG dimers, and larger oligomers. In the mltG background, mutation of either ltgA or ltgD, encoding the lytic transglycosylases responsible for PG monomer liberation, resulted in wild-type levels of PG monomer release. Bacterial two-hybrid assays identified positive interactions of MltG with synthetic penicillin-binding proteins PBP1 and PBP2 and the PG-degrading endopeptidase PBP4 (PbpG). These data are consistent with MltG acting as a terminase in N. gonorrhoeae and suggest that the absence of MltG activity results in excessive PG growth and extra PG in the sacculus that must be degraded by lytic transglycosylases including LtgA and LtgD. Furthermore, the absence of MltG causes a cell wall defect that is manifested as large cell size and antibiotic sensitivity. [ABSTRACT FROM AUTHOR]

Since the mid-2000s Russian authorities banned lesbian, gay, bisexual and transgender (LGBT) education propaganda domestically. However since at least 2014 Russia promoted both pro-LGBT and anti-LGBT education propaganda memes internationally, with a strong focus on LGBT youth. This article aims to explore Russia's double-use of LGBT education propaganda. It outlines Soviet, Neo-Soviet and Eurasianist information operations concepts contextualizing Russian propaganda strategies and LGBT ideology for both defense and attack. It reports on a Critical Discourse Analysis (CDA) study investigating what 3,519 Facebook propaganda memes released by the US House of Representatives in 2018, and related US indictments, reveal about Russian online disinformation tactics. Analysis showed that the memes targeted both progressive and conservative 'patriot' groups using oppositional discourses on LGBT youth. Patterns of engagement began with relatively innocuous-looking memes the article names 'Membership Calls' and 'Identity Celebrations', linked to group pages and data collection forms further snowballing target group numbers. Increasingly, 'both sides' were pitched against each other and government(s) in destabilizing ways, through memes the article terms 'Division Provocations' and 'Political Influence Attempts'. The memes reflected both existing and novel Russian information operations concepts and tactics on LGBT people; and exploited opportunities unique to social media to devastate democratic 'majority rule' debates. [ABSTRACT FROM AUTHOR]

Weissberg, Durlak, Domitrovich, and Gullotta (2015) note that social and emotional learning (SEL) is increasingly recognized as a critical component of academic and life success. In many schools around the nation, SEL is becoming (or has become) part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems. A recent benefit-cost analysis by Belfield et al. (2015) of six prominent SEL programs showed a positive return on the original investments in these programs at a ratio of about 11 to 1. SEL supports the development of skills in emotion regulation, social awareness, conflict resolution, and responsible decision making, all of which are essential to students' success within and outside the classroom. These so called noncognitive skills are associated not only with proximal gains in students' academic performance and reductions in conduct problems but also with their later choices related to education and employment, as discussed by the economist, James Heckman and his team (Heckman, Stixrud, & Urzua, 2006). Furthermore, according to a report by Nagaoka, Heath, Farrington, and Cureton Turner (2015) for the University of Chicago Consortium on Chicago School Research, evidence shows that not attending to fundamental SEL skills and competencies within and outside the context of formal schooling can actually undermine children's long-term development and keep them from succeeding in adult roles. (PsycINFO Database Record (c) 2020 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

A novel dual-scale compact method for solving nonparaxial Helmholtz equations at high wavenumbers is proposed and analyzed. The approach is based on decomposing the axisymmetric transverse domain and governing equation according to interconnected micro and macro regions to maintain the smoothness of the underlying problem. Dual compact strategies are then implemented for acquiring highly accurate and efficient beam propagation computations. Aiming at the highly oscillatory solution features, the paper provides a rigorous analysis on the numerical stability. It is shown that the dual-scaled compact method is asymptotically stable. The analysis also reveals necessary constraints for the conventional stability. Computer experiments including self-focusing beam propagation simulations are conducted with various domain scaling factors to validate the theoretical results. • Dual-scale compact method for solving highly oscillatory Helmholtz problems. • Asymptotic stability analysis at high-wavenumbers for decomposed difference scheme. • Spectrum analysis follows to bound the 2-norm of amplification matrices. • Numerical self-focusing optical beam simulations reinforce reliability of method. • Flexibility in dual-domain scaling factor is favorable in optical beam applications. [ABSTRACT FROM AUTHOR]

This article examines the sexuality education component of the national Australian Curriculum: Health and Physical Education (AC:HPE) with a focus on sexuality education discourses. A critical discourse analysis explored official AC:HPE documents in relation to sexuality education; the sexuality education discourses present within these documents; teacher roles and expectations associated with each discourse; and Australia's broader social context in relation to education. Findings reveal that the AC:HPE emphasises a teacher-facilitated approach to sexuality education, which contrasts with teacher-centred work dominating the field prior to its release. This approach is in line with recent shifts in education towards strengths-based learning in which students are encouraged to think critically about issues. Despite these emphases, and while the AC:HPE is meant to be used flexibly as a guideline or framework, certain ambiguities within it may leave teachers' roles open to interpretation and practices therefore unchanged or undisputed. [ABSTRACT FROM AUTHOR]

The current study examines the continuity in comorbidity between substance use and internalizing mental health problems from adolescence to adulthood and investigates the general and specific predictors of comorbidity across development. Participants were drawn from the Seattle Social Development Project (N = 808), a gender-balanced, ethnically diverse longitudinal panel. Structural equation modeling was used to examine risk factors for comorbid substance use and internalizing problems in family and peer social environments; substance use- and mental health-specific social environments (family tobacco, alcohol, and marijuana use; family history of depression); and individual risk factors (behavioral disinhibition). Latent factors were created for comorbid substance use and mental health problems at ages 13-14 and comorbidity of substance abuse and dependence symptoms and mental health disorder symptoms at ages 30-33 and included indicators of anxiety, depression, alcohol, tobacco, and marijuana problems. Comorbid problems in adolescence predicted later comorbidity of disorders in adulthood. In addition, family tobacco environment and behavioral disinhibition predicted adolescent comorbidity, while family history of depression was associated with adult comorbidity. Finally, family and peer substance use in adolescence predicted substance use (alcohol, tobacco, and marijuana) both in adolescence and adulthood. The pattern of results suggests that comorbidity in adolescence continues into adulthood and is predicted by both general and behavior-specific environmental experiences during adolescence. Findings clarify the etiology of comorbid internalizing and substance use problems and suggest potential preventive intervention targets in adolescence to curb the development of comorbidity in adulthood. [ABSTRACT FROM AUTHOR]

Abstract This paper concerns numerical stabilities of a decomposed compact finite difference method for solving Helmholtz partial differential equation problems with large wave numbers. Radially symmetric transverse fields and standard polar coordinates are considered. A decomposition is implemented to remove the anticipated singularity in the transverse direction. Compact scheme structures are introduced in the transverse direction to raise the accuracy for laser and subwavelength optical computations. It is proven that, while the highly accurate compact algorithm shies away from the conventional stability in the von Neumann sense, it is asymptotically stable with index one. Additionally, a discussion on theoretical and numerical stabilities for this method is presented. Numerical experiments further demonstrate the high reliability of the scheme when implemented in highly oscillatory optical self-focusing wave propagation simulations. [ABSTRACT FROM AUTHOR]

South Africa stands out in the African region for its protection of lesbian, gay, bisexual, transgender and intersex (LGBTI) rights. This article examines South Africa's contributions to local policy for LGBTIs and to work on LGBTI issues in education policy and education rights progress internationally. It also considers broader South African contributions to the theorisation of gender and sexuality. Data derive from an analysis of 102 interviews with key informants participating in high-level global networking for LGBTI students' rights, and documentary analysis showing how stakeholders characterise South African contributions to transnational LGBTI education work. Informants identified how such contributions have a strong human rights emphasis, furthering post-colonial resistance to simplistic gender and sexuality classification schema imposed via imperial colonising dynamics. While South African work in this area has also promoted and facilitated research, it has at times been limited by ambivalence from its leadership. The nation's early adoption of constitutional rights, relationship rights and educational equity provisions as acts of decolonisation contribute valuable African LGBTI work examples to the region. Their success encourages further funding for South-South transnational LGBTI education work. [ABSTRACT FROM AUTHOR]

The cyberbullying field has quickly expanded in the past 20 years and especially includes strong emphases on diverse and marginal youth groups. However, the field's literature defines cyberbullying in widely diverging ways while lacking consideration of how diverse youth groups themselves define and apply the term cyberbullying. This article aimed to consider how culturally, sexuality and gender-diverse youth understandings, experiences and interpretations of cyberbullying can be used to redress gaps in current academic notions of cyberbullying. Semi-structured interviews were conducted with 19 young people exploring their understandings, interpretations and experiences of cyberbullying. Participants were aged 18–25 years and self-identified as from a culturally and linguistically diverse (CALD) background and/or part of the LGBTQIA+ community. Interview question themes explored participants' social media engagement, online communities and cyberbullying experiences. NVivo was used to perform thematic analyses. Findings largely suggested that the confusion regarding the term and definition of cyberbullying among researchers is also reflected in the population of diverse young people's understandings and interpretations of cyberbullying. Whether these conflicted definitions were due to the confusion among youth populations or because academics and policymakers have failed to communicate a clear cyberbullying definition to the public was unclear. Considerations and future directions around the language and behaviours that should be included in a definition of cyberbullying are suggested to more clearly communicate the concept to future respondents and to the wider community. [ABSTRACT FROM AUTHOR]

Pre-service teacher education on LGBTI rights and inclusion is impacted by multiple conflicting education governance provisions carrying different risks and duties for teachers. Pre-service teacher education has an international reach – catering to both international pre-service teachers and domestic pre-service teachers destined for careers and travel abroad. This paper argues that pre-service teacher education efforts focussing solely on local education treatments of LGBTI rights may leave pre-service teachers sorely underprepared for the differing education contexts they may encounter. The article proposes that teacher educators should communicate relevant international human rights legislation provisions and education policies on LGBTIs. It provides overviews of LGBTI identities, laws and policies, and data across multiple contexts based on key informant interview data and desk-based research. It argues that some sources on LGBTIs are unreliable and informed by broader disruptive geopolitical efforts, and suggests why and how to train pre-service teachers to avoid them. [ABSTRACT FROM AUTHOR]

This study examined marijuana-related parenting attitudes, behaviors, and challenges in the context of nonmedical marijuana legalization in Washington State. Qualitative data were collected via 6 focus groups with a total of 54 parents of preteen and teenage children, following the opening of the first marijuana retail store in Seattle in 2014. A structured interview protocol was used to ask parents about their marijuana-related parenting behaviors and about information, skills, or strategies that parents might find helpful while raising children in a state where nonmedical marijuana use is legal for adults. Transcripts were analyzed using thematic content analysis with NVivo software. Findings indicate that most parents talked to their children about marijuana, communicating rules and information about the effects of the drug. Although most parents felt that marijuana use by underage youth was not acceptable, many recognized that it was something teens would likely experiment with. Most parents set guidelines about marijuana in their households, but several faced challenges monitoring their children's behavior (e.g., use of edibles), imposing consequences when children used marijuana, reconciling societal and personal norms, and deciding whether or not to disclose their own use. Parents expressed that they would benefit from learning strategies to deal with these challenges, including factual information and parenting skills, through programs offered in schools or community settings. Results have implications for future research that seeks to inform prevention program development and shape policies attuned to the needs of parents. [ABSTRACT FROM AUTHOR]

Young adulthood represents a developmental period with disproportionately heightened risk of losing a job. Young adult unemployment has been linked to increased mental health problems, at least in the short term. However, their possible long-term impacts, often referred as "scarring effects," have been understudied, possibly underestimating the magnitude of mental health burden that young adult unemployment generates. This longitudinal study examined whether duration of unemployment during young adulthood is associated with later mental health disorders, after accounting for mental and behavioral health problems in childhood. Furthermore, the current study investigated whether childhood neighborhood characteristics affect this association and if so, in what specific functional ways. Data were drawn from a longitudinal study of developmental outcomes in a community sample in Seattle. Data collection began in 1985 when study participants were elementary students and involved yearly assessments in childhood and adolescence (ages 10-16) and then biennial or triennial assessments (ages 18-39; N = 677 at age 39; 47% European American, 26% African American, 22% Asian American, and 5% Native American; 49% female). The current study findings suggest that duration of unemployment across young adulthood increased mental health problems at age 39, regardless of gender. Childhood neighborhood characteristics, particularly their positive aspect, exerted independent impacts on adult mental health problems beyond unemployment experiences across young adulthood. The current findings indicate a needed shift in service profiles for unemployed young adults—a comprehensive approach that not only facilitates reemployment but also addresses mental health needs to help them to cope with job loss. Further, the present study findings suggest that childhood neighborhoods, particularly positive features such as positive neighborhood involvement, may represent concrete and malleable prevention targets that can curb mental health problems early in life. [ABSTRACT FROM AUTHOR]

The Trump Administration’s attempts to rescind trans students’ domestic legislative protections is part of a new period of backlash against trans rights progress globally. This article examines the USA’s changing role concerning trans students in education policy and rights progress internationally. It outlines developments in transnational policy for trans students. It contextualises US leadership in this policy area, particularly US President Obama and US President Trump’s use of executive powers. It considers theoretical conceptualisations of trans rights ‘progress’ using the work of queer and trans theorists, before analysing data from 60 interviews with key informants participating high-level global networking for trans students’ rights, documenting how stakeholders characterise recent US contributions. Several informants identified a period of ‘progress’ in trans rights during the Obama Administration, but others were more sceptical of such claims and critical of recent policy change by the US Government’s Trump Administration. Alternative models for Northern and Southern engagement in global networking for trans students’ rights are outlined and discussed. [ABSTRACT FROM AUTHOR]

Although the association between adverse childhood experiences (ACEs) and adult mental health is becoming well established, less is known about the complex and multiple pathways through which ACEs exert their influence. Growing evidence suggests that adversity early in life conveys not only early impacts, but also augments risk of stress-related life course cascades that continue to undermine health. The present study aims to test pathways of stress proliferation and stress embodiment processes linking ACEs to mental health impairment in adulthood. Data are from the 2011 Behavioral Risk Factor Surveillance Survey, a representative sample of Washington State adults ages 18 and over (N = 14,001). Structural equation modeling allowed for testing of direct and indirect effects from ACEs though low income status, experiences of adversity in adulthood, and social support. The model demonstrated that adult low income, social support and adult adversity are in fact conduits through which ACEs exert their influence on mental health impairment in adulthood. Significant indirect pathways through these variables supported hypotheses that the effect of ACEs is carried through these variables. This is among the first models that demonstrates multiple stress-related life course pathways through which early life adversity compromises adult mental health. Discussion elaborates multiple service system opportunities for intervention in early and later life to interrupt direct and indirect pathways of ACE effects. [ABSTRACT FROM AUTHOR]

Collaboration agreements are used in community-engaged scholarship (CES). However, an exploration of collaboration agreements, their components, and the tensions embedded in their usage is missing from the literature. In this paper, we explore Memorandums of Understanding (MOUs) based on an integration of the literature and our collective experiences. We recognize that neither the creation process nor the parts of collaboration agreements are uniform, but we attempt to offer new community-engaged scholars an orientation to the complexities that they may want to consider while discovering a process for their purposes and contexts. We consider the variability of MOUs in regard to trust building and maintenance, the timing of their implementation, their levels of formality, and different institutional pathways for processing and administering them. We also discuss various elements that may be included in MOUs (e.g. recitals, scope of work, agreement term, fiscal terms, reporting, branding/use of name, confidentiality, ownership, liability, publishing), including potential challenges to consider for each element. Developing high quality MOUs can assist in the facilitation of CES by establishing clear expectations and roles for partners, balancing power and mitigating respective risks, and supporting the generation and use of research to improve social services and social conditions. [ABSTRACT FROM AUTHOR]

Background: This study examined whether duration of unemployment from ages 21 to 33 was associated with symptoms of alcohol use disorder, nicotine dependence disorder, and cannabis use disorder at age 39, after accounting for childhood and early adult involvement in substance use and other indicators of psychopathology. Analyses also investigated whether dimensions of perceived neighborhood characteristics during childhood and adolescence contributed to the link between unemployment and substance use disorder symptoms during adulthood. Potential gender differences were examined.Method: Using life-course calendar data from a prospective longitudinal study (N=677), participants' unemployment history was measured from ages 21 to 33. General childhood and substance use-specific neighborhood characteristics were assessed at ages 10-18.Results: Findings from negative binomial regression models showed that duration of unemployment was associated with higher levels of alcohol use disorder and nicotine dependence symptoms, after adjusting for earlier involvement in substance use. Substance use-specific neighborhood factors during childhood were associated with symptoms of nicotine dependence and cannabis use disorder. Findings also suggest that the detrimental impact of unemployment on nicotine dependence symptoms was possibly stronger for women.Conclusions: Findings suggest that unemployment may be an important risk factor for alcohol use disorder and nicotine dependence symptoms, indicating that public health efforts providing strategies to cope with unemployment, particularly for women who experience chronic unemployment, may be promising. Additionally, substance use-specific neighborhood characteristics during childhood should be considered as part of a prevention strategy to ameliorate adult nicotine and cannabis use problems. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, and intersex (LGBTI) identities are expected first and foremost to be dominated by shame. American student Larry/Leticia King was not ashamed in exercising their United Nations–recognized right to access an education free from discrimination on the basis of sexual orientation, gender identity, and expression. Speaking freely of crushes on boys and exploring increasingly feminine accessories at school, King faced immense hostility in a small-town Oxnard school, and arguments still echoed in conservative media and organizations resistant to LGBTI education rights at many levels to this day. This review considers how the demonization of LGBTI youth shamelessness and safety—used to justify King's murder by school community members in the film Valentine Road—is both an ongoing problem in global LGBTI education rights debates and a danger to LGBTI students and those who advocate for them. [ABSTRACT FROM AUTHOR]

The case study is an analysis of a state performance funding policy at a public historically Black college and university (HBCU). The policy attaches state funding to HBCU performance on measures like graduation rates and equity measures like the reduction in achievement gaps between Black and non-Black students. Participants liked that the policy helped the institution to become more outcome minded, but were critical of the equity measures and their relationship with the state system of higher education. The article addresses how the HBCU’s mission was addressed in the policy and its plans for responding that includes focusing on Latino students. [ABSTRACT FROM AUTHOR]

To date, people with intersex variations have been mainly studied via small-scale clinical research, with only a small amount of reflective commentary contributed by sociocultural scholars. This paper reports on findings from a 2015 online Australian survey of 272 people with intersex variations, which aimed to redress the gap in research on this groups’ experiences and perspectives concerning education. Participants ranged in age from 16 to 87 years, and represented all Australian states and territories. Most had experienced two medical treatment interventions related to their intersex variation: commonly reported interventions included hormonal treatment and genital surgery delivered to participants when they were aged under 18 years of age. Participants reported various physical and psychological impacts from these treatments. Well-being risks were high; most of the group had engaged in suicidal ideation, particularly when individuals first found out about their variation. This impacted on their schooling – almost one-fifth of survey respondents had received no high school certification due to their early dropout and the overwhelming majority did not attend schools with inclusive puberty/sex education provision or counselling. Most survey participants had not disclosed their intersex variation to staff, although more than half had done so to their classmates. Many had experienced bullying. Only one-quarter of participants rated their overall education experiences positively. Participants suggested improvements to schools’ information provision and support features. [ABSTRACT FROM PUBLISHER]

This study examines the interplay between individual and social-developmental factors in the development of positive functioning, substance use problems, and mental health problems. This interplay is nested within positive and negative developmental cascades that span childhood, adolescence, the transition to adulthood, and adulthood. Data are drawn from the Seattle Social Development Project, a gender-balanced, ethnically diverse community sample of 808 participants interviewed 12 times from ages 10 to 33. Path modeling showed short- and long-term cascading effects of positive social environments, family history of depression, and substance-using social environments throughout development. Positive family social environments set a template for future partner social environment interaction and had positive influences on proximal individual functioning, both in the next developmental period and long term. Family history of depression adversely affected mental health functioning throughout adulthood. Family substance use began a cascade of substance-specific social environments across development, which was the pathway through which increasing severity of substance use problems flowed. The model also indicated that adolescent, but not adult, individual functioning influenced selection into positive social environments, and significant cross-domain effects were found in which substance-using social environments affected subsequent mental health. [ABSTRACT FROM AUTHOR]

This paper concerns a highly effective and decomposed compact scheme for solving a highly oscillatory paraxial Helmholtz problem in radially symmetric fields. The decomposition is utilized in the transverse direction to eliminate the singularity of the differential equation in polar coordinates. Numerical stability of the splitting scheme is investigated. It is shown that the numerical method introduced is not only highly accurate and efficient due to its straightforward algorithmic structure, but also stable under reasonable constraints for practical applications. Computational examples are presented to illustrate our conclusions. [ABSTRACT FROM AUTHOR]

Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students', with particular consideration of recognition of their gender identity in documentation, experiences of puberty and sexuality education, treatment by staff and students, and other forms of provision. It reports on the findings of a 2013 study which combined a survey of 189 transgender and gender diverse Australian students aged 14–25 years, with 16 online interviews with members of this group. The study was informed by a community advisory group which included a range of transgender, gender diverse and intersex people. Findings include both quantitative and qualitative data, detailing a trend towards more disruptive, fluid and inconsistent identifications by members of this student group, and a diversification of their needs at school. Student advocacy on topics including sexuality and puberty education was shown to be common and also useful in improving individual well-being and social outcomes. We offer some reflections towards more useful school practices and future research. [ABSTRACT FROM PUBLISHER]

Australian education is delivered through government and independent systems. This article discusses how education policies on gay, lesbian, bisexual, transgender, intersex, and queer students in these different sectors have affected school climates. It describes how previously published policy analysis and survey data on Australian gay, lesbian, bisexual, transgender, intersex, and queer students was used to identify the best policies currently in use in Australia. Significant correlations between policies and a variety of well-being and psycho-social outcomes for gay, lesbian, bisexual, transgender, intersex, and queer students were uncovered. Ideal policy visions were promoted collaboratively in interstate and international contexts. However, the article cautions against a simplistic view of transnational best-practice adoption. [ABSTRACT FROM AUTHOR]

Recent studies have identified higher recurrence and lower survival with a minimally-invasive approach (MIS) versus abdominal approach to radical hysterectomy for early-stage cervical cancer. We aim to compare recurrence rate, progression-free survival, and overall survival for cervical cancer after MIS versus abdominal radical hysterectomy. We searched Medline, Embase, Central, and the Cochrane Library to identify studies from 1990 to 2020 that included women with stage 1 or higher cervical cancer treated with primary radical hysterectomy and compared recurrence and/or progession-free survival (PFS) and overall survival with MIS versus abdominal hysterectomy (PROSPERO 2020 CRD42020173600). 50 studies, including 22,593 women with cervical cancer, met inclusion criteria. 29% of studies had less than 30 months of follow-up and 14% had 60+ months of follow-up. Of the 37 studies reporting PFS, 29 reported no difference and 8 reported decreased PFS with MIS approach. Of the 37 studies reporting OS, 2 studies reported improved OS with MIS approach, 31 reported no difference, and 4 reported decreased overall survival with MIS approach. For progression-free survival, the odds were non-significantly worse for women undergoing MIS radical hysterectomy (OR 1.25, 95% CI 0.98-1.52, 14 studies) when all studies were included. When limited to studies with 30+ months follow-up, the odds of progression-free survival were worse with MIS radical hysterectomy (OR 1.39 for 30+ months, 95% CI 1.09-1.70, 12 studies; OR 1.49 for 48+ months, 95% CI 0.94-2.03, 4 studies). For overall survival, the odds were not significantly different for MIS vs. abdominal hysterectomy (OR 0.82, 95% CI 0.58-1.06, 14 studies). When limited to studies with longer follow-up, the odds of overall survival remained non-significantly different for MIS vs. abdominal (OR 0.90 for 30+ months, 95% CI 0.53-1.26, 11 studies; OR 0.94 for 48+ months, 95% CI 0.42-1.46, 4 studies; OR 1.70 for 60+ months, 95% CI 0.62-2.78, 2 studies). In our meta-analysis of 50 studies, MIS radical hysterectomy was associated with worse progression-free survival compared to open radical hysterectomy for cervical cancer in studies with 30+ months of follow-up. The emergence of this finding with longer follow-up highlights the importance of high-quality studies to guide cancer and surgical treatment. [ABSTRACT FROM AUTHOR]

The aim of the study reported in this article was to gain an understanding of the experiences, developmental trajectories, and mental health status of Australian trans men. Participants were 279 trans men. The majority preferred to identify as 'male'; from an early age, they had experienced their gender identity as different from that normatively expected of their natally assigned sex and had undertaken practices so as to facilitate their presentation as male in accordance with their gender identity. A majority reported a diagnosis of depression or anxiety within the last 12 months and attributed suicidal ideation and self-harm and attempted suicide to personal issues with gender identity. Going through a masculinisation process and coming out reportedly led to improved mental health. The findings highlight the need to educate mental health and health care professionals on trans issues. [ABSTRACT FROM AUTHOR]

During evolution, herpesviruses have developed numerous, and often very ingenious, strategies to counteract efficient host immunity. Specifically, Kaposi's sarcoma-associated herpesvirus (KSHV) eludes host immunity by undergoing a dormant stage, called latency wherein it expresses a minimal number of viral proteins to evade host immune activation. Here, we show that during latency, KSHV hijacks the complement pathway to promote cell survival. We detected strong deposition of complement membrane attack complex C5b-9 and the complement component C3 activated product C3b on Kaposi's sarcoma spindle tumor cells, and on human endothelial cells latently infected by KSHV, TIME-KSHV and TIVE-LTC, but not on their respective uninfected control cells, TIME and TIVE. We further showed that complement activation in latently KSHV-infected cells was mediated by the alternative complement pathway through down-regulation of cell surface complement regulatory proteins CD55 and CD59. Interestingly, complement activation caused minimal cell death but promoted the survival of latently KSHV-infected cells grown in medium depleted of growth factors. We found that complement activation increased STAT3 tyrosine phosphorylation (Y705) of KSHV-infected cells, which was required for the enhanced cell survival. Furthermore, overexpression of either CD55 or CD59 in latently KSHV-infected cells was sufficient to inhibit complement activation, prevent STAT3 Y705 phosphorylation and abolish the enhanced survival of cells cultured in growth factor-depleted condition. Together, these results demonstrate a novel mechanism by which an oncogenic virus subverts and exploits the host innate immune system to promote viral persistent infection. [ABSTRACT FROM AUTHOR]

Australia has not seen a Human Immunodeficiency Virus (HIV) epidemic among young people. However, early research in the Australian context had indicated that the degree of unprotected sexual activity, partner change, and STI infection in this cohort would fuel a young people's epidemic if HIV ever reached a tipping point in the country. The difficulty of reaching young people outside school for HIV prevention has been no more successfully addressed in Australia than elsewhere. Therefore, the investment of Australian HIV prevention funds for youth has had an emphasis on schoolbased programs. This emphasis on formal schooling has led to a history of engagement with the ad hoc and unreliable nature of sexuality education in Australian schools. It has particularly been the catalyst for a struggle to construct young people as sexually active and as possessing a right to appropriate education, against tides of both secular and religiously-motivated resistance. The eight state and territory education sectors, along with the independent sectors, have had differing and sometimes troubled histories with HIV prevention. This paper discusses the differing HIV education policies and programs that have emerged in Australian schooling historically, and in some cases been abandoned altogether, amid strong public debates. It also considers current approaches, the new national curriculum, and future challenges. Additionally, the particular case of same sex attracted young men, who have a heightened level of vulnerability to HIV, is explored. Australian schools have struggled to address both the imperative for relevant sexuality education for same-sex-attracted young people and the broader issue of combating homophobia, which research has linked directly to this vulnerability. [ABSTRACT FROM AUTHOR]

Recognition of human rights on the basis of sexual orientation, gender identity and intersex status by the United Nations has led to the development of new policies concerning homophobia and transphobia in educational contexts. This paper examines new Australian education policies impacting gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) teachers. A policy review uncovered a range of protections for GLBTIQ teachers in contexts such as the State of Victoria, alongside restrictions. Experiences of policy discussed in pilot study data from surveys of 63 Victorian GLBTIQ teachers, and in-depth interviews with nine Victorian GLBTIQ teachers, revealed that GLBTIQ teachers were relatively unaware of the protections available to them, compared to their awareness of protections for students. Many teachers were out as lesbian or gay to some staff members but fewer had come out to students. Teachers in religious schools had more difficulties, causing some to leave the sector. Further promotion of protections and more research are recommended. [ABSTRACT FROM AUTHOR]

The recent release of United Nations Educational, Scientific and Cultural Organization (UNESCO) booklets, policy, and practice guidance on homophobic bullying in schools represents a distinct shift in how diverse student sexualities are conceptualized in education. Schools are now increasingly addressing the issue of homophobia in official policies. Such policies can include spaces for gay, lesbian, bisexual, transgender, intersex, queer (GLBTIQ), and other related student subjects. This article considers the extent to which bisexual subjectivity is reflected in Australian education policies, sexuality education practices, and school provisions. Analysis is based on a review of over 80 Australian education policies and data from a national Australian survey on GLBTIQ students aged 14–21. The article compares the general invisibility of bisexuality in education policy to its increased prevalence across GLBTIQ student identities and experiences, particularly among girls. Issues and practice ideals unique to policies and schools’ treatment of bisexual students are reflected on. [ABSTRACT FROM PUBLISHER]

The ‘bullied’ gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the ‘deviant homosexual student’ and studies that contribute to ‘bullying victim’ tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified. [ABSTRACT FROM PUBLISHER]