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Children on the spectrum often require both formal services and natural unpaid support from caregivers. Recent autism surveillance study in the US has reported an increase in racially/ethnically diverse autistic children (Maenner et al. in MMWR Surveillance Summaries 72(2):1, 2023). Standing at the intersection of race, disability and sometimes immigration status, racially/ethnically diverse autistic children and their caregivers face a plethora of barriers in accessing services and support. The time and effort devoted to learning this knowledge and managing services and support is significant (Brewer in Social Science & Medicine 215:61-68, 2018). As a result, families with low resources often struggle to maintain attendance once recruited to participate in parent training interventions (Carr et al. in Autism 20(6):643-652, 2016; Kasari et al. in Pediatrics, 134(1):e72-e79, 2014). Furthermore, these structural challenges can lead to elevated caregiver stress (DeLambo et al. in Journal of Developmental and Physical Disabilities 23:129-141, 2011; Martinez & Turnage in Issues in Mental Health Nursing 43(11):1030-1040, 2022), which in turn impacts their ability to learn new strategies and manage services (Marin et al. in Neurobiology of Learning and Memory 96(4):583-595, 2011). In the current paper we propose the adoption of using microlearning concept to breakdown culturally responsive interventions into bite-sized chunks to reach caregivers juggling with caregiving and other structural challenges. We present the process of adapting Parents Taking Action, a community-based culturally appropriate intervention targeting racially/ethnically diverse families of young autistic children, using the microlearning approach. We further discuss how the microlearning concept can be applied and its limitations.

Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers' perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education -- Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire -- Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers' perceived mattering.

Introduction: Individuals with ADHD continue to face stigma, which can negatively impact their access to, adherence to, and quality of mental health services, as well as their overall wellbeing. Perspectives of various stakeholders regarding priorities for stigma reduction remain underexplored. This study explores young adult, parent, teacher, and mental health care professional perspectives on unmet needs of children and young adults with ADHD in the Netherlands, in the context of stigma reduction. Method: A total of 24 respondents participated in seven small focus group discussions (FGDs). The FGDs facilitated in-depth discussions exploring stakeholder group perspectives on unmet needs of children and young adults with ADHD in educational, professional, and social settings. Data was analyzed using thematic content analysis. Results: Three thematic categories of unmet needs were identified: (1) a lack of awareness, knowledge, and understanding of ADHD; (2) insufficient personalized approaches in education and health care; and (3) limited accessibility of information and support services. Within theme 1, respondents primarily highlighted the importance of improving education for primary school teachers and mental health care professionals. Theme 2 underscored the need for increased capacity for personalization and attention to the sociopsychological factors of ADHD, alongside recognizing strengths. Theme 3 emphasized the need for easy access to reliable information and mental health care, including peer networks, as well as proper follow-up and continuity of care. Discussion and Conclusion: Findings highlight the need for improving our understanding of ADHD as a complex biopsychosocial condition, which requires specific adjustments in education and mental health care. Interventions to improve support and disrupt stigmatization should meet diverse needs, incorporate multi-level strategies, and involve key stakeholders.

Objective: The goal of this study was to examine the experiences of women diagnosed with ADHD in adulthood. Methods: Benefits and costs associated with obtaining the diagnosis were examined in two focus groups conducted virtually. Factors hindering and facilitating the identification, assessment, and subsequent treatment of ADHD were also explored. Focus groups were conducted virtually and together included 14 women (M[subscript age] = 39.43, SD = 6.37) who were diagnosed with ADHD in adulthood. Results: The majority of women described numerous benefits of receiving a diagnosis of ADHD, including validation/self-compassion, adaptive coping, and social support. Negative aspects of the diagnosis, including difficulties accessing care, the burden of care, limitations to existing evidence-based treatments, and stigma were also identified by some women. Furthermore, women described variable diagnostic experiences, with many indicating that they had not recognized their own symptoms of ADHD, as well as diagnostic complexity and other factors that masked identification of ADHD. Women described a range of diagnostic assessment procedures, as well as considerable self-advocacy to convince their providers to consider the diagnosis of ADHD. Conclusion: These lived experiences of women diagnosed with ADHD provide critical insight into improving clinical care for ADHD in women. Recommendations to increase accurate and timely identification of ADHD in women and advance efforts toward effective and equitable care are discussed.

This article reviews LGBTQ literature in US-based adult education journals and proceedings. Categories focused on workplace issues, identity, health, learning climate, educational methods, and research. Key themes included (1) harassment, isolation, and discrimination, (2) meaning-making in a heteronormative society, (3) a call for inclusion, and (4) education, training, and inclusive policies and acts. Based on the findings, implications for research and practice will be provided.

This article offers a comparative thematic analysis of two datasets: the online writings of Autistic self-advocates on navigating neurotypical programs (emic dataset), and discussions on autism within the most widely circulated undergraduate Adapted Physical Activity (etic dataset). Our 3 themes describe some of the most significant ways that APA textbooks differed from the teachings of Autistic self-advocates: 1) "Writing in Categorical Imperatives," 2) "Problematizing and Pathologizing Autism and Autistic Characteristics," and 3) "Promoting ABA and Autism Speaks." We end with a discussion of how these findings demonstrate a dissonance not only between APA and Autistic knowledges, but also between APA textbook approaches to Autism and APA's stated core values, including dignity, choice, self-determination, and self-advocacy.

Institutional ethics review procedures aim -- in principle -- to minimise harm and evaluate risks, providing an important space to consider the safety of participants and researchers. However, literature has questioned the effectiveness of the process, particularly for reviewing 'risky' topics in a risk-averse environment. This article reports the findings of interviews with 21 researchers of the far right and manosphere to understand how early career researchers perceive and engage with the process as a component of risk management. It argues that scholars experience IRBs struggling to meet their normative goal of 'no undue harm' due to a focus on legality and liability whilst lacking topical and methodological expertise. The lack of expertise produced misperceptions of risk, establishing institutional ethics as an obstacle rather than evaluative aid, creating holes in the 'safety net' that institutional ethics can provide. These findings contribute to concerns raised about the effective management of risk by early career researchers and the ethical review of 'sensitive' topics.

Purpose: Teaching about nutrition is a crucial component of high school health education, with the potential to shape students' perceptions about food, weight and bodies and improve health outcomes. Weight-inclusive approaches have demonstrated success in improving body acceptance, decreasing dieting behaviors and anti-fat attitudes and improving health outcomes and may decrease weight-based bullying. However, little is known about nutrition education in high school settings. This study sought to understand how high school health teachers in Vermont are teaching about the connections between nutrition, weight and bodies and what influences their nutrition-focused curricular decisions. The goal is to inform the development of a novel weight-inclusive curriculum for high school health teachers in Vermont and beyond. Design/methodology/approach: This study used case study methodology: qualitative interviews with eight teachers and document analysis of curricular materials. Findings: Findings indicate that weight-normative activities and values dominate curriculum and that multiple levels exert influence on teacher curricular decisions. Findings confirm a need for the development and implementation of a weight-inclusive nutrition curriculum, professional development for health teachers and policy-level interventions as strategies to improve health outcomes. Research limitations/implications: Limitations of the data collection include a small within-case sample size and limited availability of documents to review. However, the triangulation of gathered and publicly available data ultimately supported an in-depth case study. Originality/value: The findings from this study inform future directions for both curriculum and professional development for high school health teachers, which is essential for improving health outcomes, reducing stigma and moving toward justice. This is original work.

Emerging theory and evidence suggest that intergroup relations may stimulate malevolent creativity, but the intergroup foundations of malevolent creativity remain unexplored. Drawing from theories of intergroup conflict, we argue that malevolent creativity can be understood through the lens of parochial altruism, one's willingness to partake in personally risky activity to harm outgroups (i.e. parochialism) in favor of an ingroup (i.e. altruism). Accordingly, malevolent creativity can be viewed as the willful generation and consideration of novel ideas for oneself to enact harm on an outgroup on behalf of an ingroup. Many instances of parochial altruism such as war or terrorism begin from strong sentiments of ingroup love and become more likely when paired with reasons to aggress against an outgroup. Extending this logic to malevolent creativity, we contend that ingroup affinity predicts malevolent creativity and that this relation grows stronger when people hold hostile attitudes toward the outgroup--or, in the absence of hostility, are directly provoked by outgroup members. We test our propositions in a sample of 307 undergraduate students and find partial support for our predictions.

The purpose was to understand two teachers' experiences of implementing the teaching personal and social responsibility model over the span of one academic year due to their development and participation within a community of practice. A case study approach was utilized to gather and analyze qualitative data; three themes were developed. The teachers were marginalized by school personnel and received little recognition for their efforts. Student success was reported, but students were not ready to learn components of the model. Model implementation improved over time. Support from their community of practice allowed for reassurance, overcoming frustration, routine development, and value of the model. Without the community of practice, teachers indicated high potential for burnout of model use due to exhaustion associated with marginalization. The teaching personal and social responsibility model is well suited for a community of practice based on its call for continuous reflection and gradual empowerment.

Noncore subject teachers often experience marginalization due to perceptions that their work is undervalued. Social and emotional skill-focused continuous professional development can help teachers address the stress associated with marginalization. Purpose: Grounded in the integrative model for teacher change, this study examined the ways in which elementary-level noncore subject teachers' dispositions toward change influenced their experiences with a social and emotional skills development intervention. Method: This study included two iterations of the program with a total of 21 elementary-level noncore subject teachers (e.g., physical education, art, and music) from three districts in the Midwestern United States. Data included a survey, semistructured interviews, document analysis, discussion board posts, observations, and field notes. Collaborative qualitative analysis was used to analyze multiple data sources line by line. Results: Marginalization and low perceived mattering were prevalent among participants. A positive disposition toward change enhanced the influence of the professional learning, and participants found the experience validating. Conclusions: Teachers of marginalized subjects need to feel seen and heard. A positive disposition toward change drew teachers to participate, and the camaraderie formed was a motivator for teachers who felt undervalued.

Purpose: The purpose of this research is to investigate the acceptance and support of neurodiverse people in society, with a focus on autism, and to use this to propose a framework to enhance inclusivity that can inform pedagogy within the education sectors. Design/methodology/approach: Three case studies from higher education have been presented and mapped onto a multi-dimensional spectrum of characteristics normally associated with autistic people. Further examples have been taken from the general population and these have been used, along with user scenarios to propose a framework for inclusivity. Findings: A framework, the human spectrum, has been proposed which encompasses all of society, regardless of diagnoses and within which people have mobility in terms of their characteristics. It is proposed that this framework should be incorporated into pedagogy in primary, secondary and tertiary education so that teaching and assessment is inclusive and so that people's understanding of human nature is built from an early age to counter stigma and herd mentality, or othering. Social implications: The contribution of this paper could have significant implications for society as the framework provides a structure to enable people to consider others with new perspectives. Originality/value: The framework proposed provides a new and original way of shaping the way people think within the education sector and elsewhere.

The Israel-Hamas crisis that started in October of 2023 has led to an increase in hate acts targeted at Jewish and Arab students. In response, the U.S. Department of Education sent a letter reminding educational leaders of their responsibilities to address this behavior. This paper offers examples of the kind of conduct educational leaders are expected to address and reasons for including discussions about this crisis with students. Although students benefit from having discussions about this crisis and its outcomes, some teachers fear they will be disciplined for discussing controversial subjects with students because of the surge in anti-critical race theory measures. This paper includes a discussion on how the increase in these measures has impacted teachers. It also offers resources designed to promote a sense of safety and provide students with accurate information about the conflict.

This paper describes the results of qualitative and exploratory research into the transition to and experiences of the working world of graduates from a Chilean technical-professional higher education institution, whose student body is mainly made up of first-generation higher education students. The study includes eight in-depth and six group interviews, with a total of 33 graduates taking part. The results reveal the different obstacles graduates face as far as their career development is concerned, as well as the personal and strategic resources and actions they have used in their transition to the labor market. Among these perceived obstacles, the fact that society does not particularly value their work, long hours, low salaries and even gender and class violence particularly stand out. The study ends with practical recommendations so higher education institutions can actively support the transition of their graduates into the labor market.

Background: The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying. Methods: This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition education. Through qualitative interviews and document analysis, researchers explored support for a weight-inclusive curriculum and factors that influence high school nutrition curricular content and implementation. Results: Findings indicate that partners hold both weight-inclusive and weight-normative values, guidance around nutrition curricular content is lacking, and state-level policy is crucial to the valuing and implementation of consistent curricula. Implications for School Health Policy, Practice, and Equity: Lack of guidance or mandated curricular content contributes to inequities across the state. Weight-inclusive curricular materials are needed. Administration must take an active role in providing access to professional development and state policy support for curricular implementation is essential. Conclusions: Weight-inclusive curriculum could serve to improve health outcomes for adolescents. However, successful implementation of, or changes to, health and nutrition curricula will require support and engagement from partners at all ecological levels.

Objective: This study explores how interpersonal communication environments (eg family, patient-provider, and online communication environments) affect college students' mental help-seeking during COVID-19. Methods: Based on Social Cognitive Theory, we conducted a cross-sectional survey assessing participants' mental help-seeking attitudes, self-stigma, self-efficacy, and readiness, as well as their communication experiences with their families, healthcare providers, and online environments. Four hundred fifty-six student participants were recruited. Structural equation modeling was used to explore relationships among the assessed variables. Results: About one-third of the participants (N = 137) had signs of mental distress, and most of them (N = 71) did not intend to seek help soon. Patient-centered communication experiences with healthcare providers were associated with reduced help-seeking stigma, whereas online and family communication predicted help-seeking readiness through changes in attitude, self-stigma, and self-efficacy. Conclusions: This study's results help identify risk factors of help-seeking reluctance. It suggests that communicative environments affect help-seeking by influencing individual predictors. This study may inform interventions targeting college students' use of mental health services during health crises like COVID-19.

This study critically examines the biases and methodological shortcomings in studies comparing deaf and hearing populations, demonstrating their implications for both the reliability and ethics of research in deaf education. Upon reviewing the 20 most-cited deaf-hearing comparison studies, we identified recurring fallacies such as the presumption of hearing ideological biases, the use of heterogeneously small samples, and the misinterpretation of critical variables. Our research reveals a propensity to biased conclusions based on the norms of white, hearing, monolingual English speakers. This dependence upholds eugenics ideas and scientific ableism, which reinforces current power dynamics that marginalize the epistemologies and lived experiences of deaf populations. Going forward, it will be imperative for deaf people to be included in meaningful roles in deaf-related research as active contributors who help define the whole research process. Without this shift, the research risks remaining detached from the very populations it seeks to understand.

Torres' Rights of the Learner is a strong framework for supporting students from non-dominant backgrounds to thrive in the classroom. We look at important theoretical underpinnings of Torres' Rights of the Learner to expand the framework for the thriving of trans and queer learners. We establish the following Rights of Trans and Queer Learners: (1) the right to self-identify and be affirmed in that identity, (2) the right to be fluid and changing, (3) the right to an educated teacher, and (4) the right to queer their education.

Suicide is a global mental health problem. In recent years, suicidal ideation, suicide attempts and suicides have increased in children and adolescents. In this population, cyberbullying is a public health problem that has grown along the increase in use of devices with internet access. Cybervictimization is related to negative health effects, even including suicidal ideation or suicide in cyberbullied individuals. This study is the first bibliometric analysis on scientific literature related to cyberbullying and suicide based on the traditional laws of bibliometrics. The aim was to generate a global overview of the research related to this object of study. We analysed 242 documents published in journals indexed in the Web of Science, examining the trend followed by annual publications, identifying the prolific (most productive) and prominent (prolific co-authors with one or more papers between most cited papers) co-authors, leading countries and journals, the most cited documents and the most used author keywords. Annual publications followed an exponential growth trend (R[superscript 2] = 89.2%), meaning that there is a great interest in the scientific community for this study object. International Journal of Environmental Research and Public Health and Psychiatry Research were the journals with most document published. Baiden, P. (prolific), Kowalski, R. (most cited), Hinjuja, S. and Patchin, J. (prominents) were the most highlighted co-authors, reference authors on the subject. Most scientific output originated in the USA. Five thematic lines were identified among the author keywords. The results of this research show the growing interest of the scientific community in this topic, along with useful information for researchers and publishers, identifying relevant co-authors, journals interested in the topic and emerging lines of research, highlighting self-harm, cyber-victimisation, suicide risks and suicidal behaviours as the most recent thematic lines.

Epilepsy is one of the most common neurological disorders in young people, which disrupts daily life and results in an increased risk of victimization. Archival data from the 2018/2019 National Survey of Children's Health (NSCH), a nationally representative cross-sectional survey, were used. Data from the NSCH were collected via parent reports and analyzed for children aged 6-17 years (N = 25500). The results indicated that children with epilepsy (CWE) were significantly more likely to be frequently bullied than children with less stigmatizing chronic health conditions (i.e., asthma) and typical peers, but there was no significant association between the severity of epilepsy and the frequency of victimization. Furthermore, the degree of school engagement did not significantly moderate the relationship between epilepsy severity and frequency of victimization. However, the degree of school engagement was associated with the frequency of victimization in CWE, such that more school engagement was associated with less parent-reported victimization. Overall, these findings support the growing evidence that CWE are at a higher risk of being bullied and need unique interventions regardless of epilepsy severity and that school engagement should be further examined to reduce victimization among CWE.

Background: Given the body image and disordered eating struggles prevalent in young adults, weight-inclusive anti-diet programs are needed on college campuses. Such programs replace weight loss advice with changes that center physical and mental well-being. Methods/Program Design: University health and wellness programs such as University Coaching for Activity and Nutrition (UCAN) is a novel weight-inclusive health and wellness coaching program designed to support university students and faculty/staff in their development and maintenance of self-care behaviors related to physical activity, nutrition, sleep, and stress management. Specifically, we describe the program's mechanisms for participant recruitment, health coach training, session protocol, program evaluation, and supervision so other campuses can replicate the program model at their respective universities. Discussion: This work can help campuses cultivate positive self-care habits that improve physical and mental health through the lens of a weight-inclusive paradigm while also creating research and service-learning experiences for pre-health professionals.

College students' beliefs and attitudes concerning concussion, and masculinity norms, were examined in relation to stigma and willingness to seek treatment for possible concussion. Beliefs were measured using a revised Illness Perception Questionnaire (IPQ). Participants: Participants were 631 undergraduates at a Northeastern university, most of whom were nonathletes with no concussion. Methods: Data were collected online. Regression analysis were performed to identify predictors of stigma and treatment willingness. Results: Beliefs that concussion symptoms reflect malingering, are controllable, and have psychological causes were related to more stigmatizing attitudes, as was endorsement of masculinity norms regarding winning and risk-taking. Believing that concussion symptoms are long-lasting and endorsing competitiveness, pain discounting, and self-reliance predicted willingness to seek treatment. Preliminary structural models showed adequate fit. Conclusions: In addition to beliefs assessed by the IPQ, traditional conceptions of masculinity warrant greater attention in the study of concussion-related stigma and willingness to seek treatment.

The social work profession is committed to addressing issues of social, economic, racial, and environmental injustice, which includes efforts to mitigate poverty and related issues such as homelessness and housing instability. Integral to this goal is graduating undergraduate and graduate social work students with attitudes toward these issues that align with the social work values. However, developing effective educational strategies requires first understanding students' current attitudes. The data presented here come from a survey of 100 BSW and MSW students from a School of Social Work in a state-related university in the northeast region of the United States. The survey measured attitudes toward homelessness and poverty, as well as student background characteristics. Overall, student attitudes toward poverty were consistently aligned with social work values while attitudes toward homelessness were more varied. Some demographic differences were found, especially for attitudes toward homelessness, including less favorable attitudes among nonwhite students and more favorable attitudes among advanced year MSW students (compared to BSW and foundation-year MSW students). Implications for social work education are discussed, such as incorporating modules on poverty and/or homelessness in core courses and offering educational experiences (e.g. classes, practicum education experiences) that focus specifically on one or both topics.

Race, poverty, and gender interplay with school discipline, to make schools ancillary to the juvenile justice system (Morris and Perry 2017). Exclusionary discipline contributes to the school-to-prison nexus, a metaphor that illuminates the complex, interconnected relationship between schools and prisons (Okilwa, Khalifa, and Briscoe 2017). Introducing preservice teachers to possible alternatives such as restorative justice practices is one way to engage preservice teachers to reimagine classroom and school discipline practices. Developing alternative practices, such as restorative practices, for elementary age students provides students at a very young age opportunity to engage with their schooling experience and become active participants in changing their own school environments. This paper explores the experiences of undergraduate students in engaging in social justice action research and the ways in which application of restorative justice practices empowered these preservice teachers to see themselves as critical community builders in their classrooms with the capacity to change inequitable and punitive schooling structures.

In the final season of the Norwegian drama series "Skam" ("Shame") (2015-2017), the protagonist Sana, navigating in a secular, liberal youth culture, is a practicing Muslim wearing the hijab. The series is analysed as an instance of public religious education focusing on the issue of representation. This approach is informed by the ethical turn in narrative studies, warranting and problematising representations of the other. Stigmatisation and normalising strategies are examined and discussed as part of the plot structure with an emphasis on the portrayal of Sana. The series presents a process towards self-determination in a distinct portrait of a young, Muslim woman's agency. Liberal values are privileged, and the issue of racism is put aside. In the development of the plot, stigmatisation is subject to depoliticisation, bringing forward a utopian vision of a liberal, diverse society. While the series turns out to be a rich, educational resource, "Skam" calls for critical explorations within a reflexive religious education.

Trans* is an umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. They may describe themselves using one or more of a wide variety of terms, including (but not limited to) transgender, non-binary, or genderqueer. Nowadays, trans* seems to be well established in mainstream society. But how is Roman Catholic theology and the Church dealing with trans* people and the phenomenon itself? Often trans* people are not noticed, are deliberately excluded, or are simply ignored. This article attempts to consider the topic from a pastoral-theological perspective using the example of denominational religious education and shows why a change of perspective is needed.

This article explores how a public written response to anti-LGBT+ legislation in Ghana also functioned as a religious educational intervention to shape future visions of tolerant pluralism in Ghanaian society. Navigating the intersection of politics and religion, the Interfaith Diversity Network of West Africa (IDNOWA) lodged a religious objection to the 'Promotion of Proper Human Sexual Rights and Ghanaian Family Values Bill, 2021', which criminalises non-heteronormative sexualities. The paper discusses how IDNOWA's approach reflects an African vision of pluralism which anchors itself in Ghana's religious and cultural traditions, and in pluralist models from Africa and beyond. In the spirit of action science, it calls for RE that highlights internal diversity within religious communities and that lifts up pluralist 'heroes' in the classroom and broader society.

Good religious education needs to be rooted in a robust theological anthropology. The Roman Catholic Church's gender complementarity approach is inadequate for accompanying adolescents in Catholic schools as they engage in questions of gender and sexuality; instead, educators need a theological anthropology oriented towards adolescent flourishing. To construct a more capacious theological anthropological approach, one that is still authentically Catholic and rooted in the Church's official documents, this essay turns to Pope Francis' "Christus Vivit" and "Fratelli Tutti." From Francis' concern for mercy and accompaniment, a theological approach to the goodness of adolescence is described, which can ground theological reflection on gender and sexuality in love and human dignity, rather than shame and exclusion.

Conflict is an inescapable reality in contemporary life, and higher education (HE) is not immune. From armed conflicts to campus protests, university educators increasingly navigate volatile environments where teaching is intertwined with global struggles. Educators may face violence, displacement, or the effects of heightened militarization and censorship on campuses. As student movements advocating for peace and justice intensify, universities globally are witnessing growing tensions between academic freedom and state responses to perceived "controversial" issues, such as coloniality, human rights, and gender equity. Integrating insights from peace education (PE) and education in emergencies (EiE), the paper critically examines the role of HE in peacebuilding and/or conflict exacerbation. It raises four questions for university educators to reflect on as they teach about conflict and peace, exploring the essential role of HE in questioning and disrupting (or not) the essence of conflict and its relationships to violence, sustainability, and peacebuilding.

The negative effect of poverty on children's cognitive development has been proven, but few studies have examined the potential role of perceived poverty discrimination on poor children's cognitive development. This study investigated the effect of perceived discrimination on executive function, the mediating effect of self-esteem and the moderating effect of perceived social support among 711 children aged 8-13 (M = 9.97 years, SD = 1.19 years, girls: 48.80%) from a Chinese impoverished county. The results indicated that (1) perceived discrimination was negatively associated with children's executive function; (2) self-esteem partially mediated this association; and (3) perceived social support moderated the relation between perceived discrimination and children's self-esteem: high levels of perceived social support increased self-esteem for poor children with more perceived discrimination. The results suggested that self-esteem is a mechanism underlying the negative association between perceived discrimination and children's executive function and perceived social support plays a protective moderating role.

This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course is an extremely prevalent and pressing social problem, it has been invisible within higher education. Indeed, experiences of GBV, which may profoundly shape access to and participation in higher education, are largely perceived as irrelevant to student equity, unless experienced on campus. Institutional silence around the impact of GBV on student equity is related to the gender injustice of misrecognition, whereby the social problem of GBV is located at the personal level. This manifests in the social emotion of shame, experienced at the personal level as disconnection, isolation and not belonging. This paper draws from our analysis of 47 in-depth interviews with student victim/survivors exploring their experiences of higher education to illuminate how deficit discourses and stigmatisation intersect to reproduce gender injustice in higher education.

Teachers' beliefs impact student outcomes. Yet, regulatory agencies look to standardized accountability measures to establish a base for student improvement. This study examines other qualitative factors that impact student success by exploring teacher candidates' beliefs about what students should learn. Specifically, it examines the beliefs of teacher candidates who were enrolled in a course on teaching students with disabilities. Education Journey Maps and interview data were conducted with 24 teacher candidates. Analyzed through a conceptual framework of Disability Critical Race Theory (DisCrit) and neoliberalism, results indicate that teacher candidates possess an economic habitus that seeks standardization, commodifiable skills, and individualism. Teacher candidates implicitly understand that human capacity and diversity are multifaceted but believe that holding the same standards for everyone will rid our education system of discrimination against people with disabilities. This work has implications for wider debates on the impacts of standardization and neoliberalism in teacher education.

Drawing on a larger year-long ethnography at a public, urban, comprehensive high school in the Midwestern United States, this article describes the texts students composed in a co-taught sophomore (grade 10) humanities course combining social studies and English language arts. Bringing together sociocultural perspectives on literacy and composition with queer theorizations of time, I argue for the utility of attending not only to time's multi"dimensionality" but also its multi"directionality." Doing so in writing instruction can help thaw binary polarization and foster more humanizing temporal and in turn ideological movements. To illustrate, I present an ethnographic case of students writing about the history of gendered clothing in 20th-century U.S. society. I examine how different temporal ideologies had consequences for students (not) reproducing antagonistic, polarized binaries with respect to oppressive values, in particular anti-LGBTQIA+ values as they intersect with class, race, and politics. Although my emphasis is how gender and sexuality intertwine with economics, race, and politics, this article suggests that attending to the multidimensionality and multidirectionality of time is a productive site for scholars and educators committed to praxes of justice in writing instruction.

Amidst political and educational challenges, LGBTQ+ educators in the Southern United States often conceal their identities. Through the lens of ecological systems theory, we propose that inconsistent pedagogical paradigms create a sense of liminality for these LGBTQ+ stakeholders. This study of four school personnel highlights the silencing of LGBTQ+ individuals in Southern United States schools, fear of parental backlash, and the cognitive burden of being silenced while offering suggestions for fostering an inclusive school climate.

In the context of the rapidly evolving social media landscape with the potential to revolutionise sexual health education, this article presents a critical discourse analysis and qualitative content analysis of the top 10 Chinese sexual health influencers' online discourses regarding sex and sexuality. Findings suggest that influencers utilise a range of destigmatisation strategies to facilitate sex education within a heavily censored social media environment. These include widening understandings of normalcy, using relatable images and alternative terminology to discuss sexuality, and incorporating paradoxical narratives that seek to navigate between empowering women and reinforcing self-regulation. However, the effectiveness of influencers' work is constrained by a complex web of factors, including the stringent censorship and content control enforced by the Chinese government, the economic interests that shape platforms' algorithms and advertising practices, and the persistence of societal and cultural norms that perpetuate harmful stereotypes and attitudes regarding sexual health. This study illuminates the complexities of online sex and sexuality education and sheds light on both the potential and limitations of influencers in fostering open and more inclusive dialogue about sexuality.

Sexual health education is mandatory in South Korea. However, gender equality, and the rights of sexuality and gender-diverse people are contentious issues in Korean society. This study describes school health teachers' experiences delivering sexual health education especially in relation to gender equality and the rights of sexuality and gender minorities. A descriptive approach based on grounded theory methodology was adopted. The participants included 23 elementary, middle, and high school health teachers certified by the Korean Institute for Gender Equality Promotion and Education. One-to-one interviews were conducted with participants. Education authorities, students, other teachers, and parents create challenges for health teachers because of the tension between gender-sensitive and conservative perspectives on sexual health education. Social factors influencing these challenges include patriarchy, cultural misunderstandings regarding sexuality, conflicts between feminism and anti-feminism, heterosexual familism, and homophobia. Teachers' strategies to overcome these challenges include improving personal understanding, skills and attitudes, and asking other teachers and parents for their support. Addressing gender equality and power is the key to improving students' sexual and reproductive health. Educational authorities and civil society should support school health teachers' efforts to advance gender equality and prevent sexuality and gender identity-based discrimination.

Educating young people about sexual consent aims to help them develop healthy relationships and prevent sexual harm. Yet, there remains no consensus on how to define consent nor the connection between consent and sexual harm. This article discusses findings from qualitative research conducted with young people in England that has explored issues of sexual consent. It engages with tensions around the so-called 'grey areas' and oft-critiqued 'miscommunication model' of consent and suggests that some form of 'miscommunication' may underpin some, albeit not all, experiences of sexual harm among young people. Young people may experience problems articulating and interpreting consent not because of malintent or substandard or disparate communication skills but because of interpersonal and sociocultural power dynamics that constrain the communication and operation of consent. Consent education needs, therefore, to support young people develop the socio-emotional skills and literacy required to navigate gendered and heterosexual (inter)personal pressures, expectations, and sexual scripts. It should involve active participation of young people whereby they identify the conditions in which sexual activity unfolds and the power dynamics that constrain the operation of consent.

Research has examined teacher attitudes, knowledge, and stigma towards inclusion of autistic children in mainstream schools. Less focus has been given to these beliefs among parents. This is problematic as parents are important in the implementation of inclusion and fostering a positive school environment. The current study examined differences in autism attitudes, knowledge, stigma, and inclusive education attitudes (core perspective; expected outcomes; classroom practices) among parents with and without an autistic child; The study also investigated whether autism knowledge, attitudes and stigma predicted inclusion attitudes. 185 parents in the UK (52% had an autistic child) completed questionnaires measuring these variables. Parents of an autistic child had significantly higher core perspective inclusive attitudes than parents without an autistic child. However, this group also reported more beliefs that parents of autistic children are stigmatised. For all parents, core perspective inclusive attitudes were predicted by autism attitudes and stigma towards parents of autistic children. Predictors of expected outcomes and classroom practices inclusive attitudes differed between groups. Findings highlight the need for parental attitude research to be disability-specific and consider different aspects of inclusive attitudes. Parent education to enhance inclusive attitudes should be tailored for distinct parent groups and contact interventions should be considered.

Students of different ethnic backgrounds (e.g. refugees, immigrants) who also have special educational needs and/or disabilities (SEND) are considered as a 'high risk' group within the school context, whereas teachers do not realise how deeply the teaching process is embedded within their students' own cultures or the stigma or bullying they might face. The aim of the present study was to investigate the bullying experiences of SEND students with a diverse ethno-cultural background. Semi-structured interviews were conducted with 20 students (N = 20) with special educational needs and/or disabilities from different ethnic backgrounds who attended Greek public schools. The results of the study revealed that these students experienced either mostly direct (i.e. physical, verbal) or indirect (i.e. social, cyber bullying) bullying, or the combination of these two, or other types of bullying. Despite the limitations of the qualitative research methodology, descriptive differences were found concerning the frequencies and the means of the different types of bullying mentioned by the students. Findings of this study in Greece shed light on an unexplored dimension of bullying through the lens of 'student-victims' from this 'special group', unravelling students' thoughts and feelings for first time in the educational context.

Research related to the engagement of parents in education continues to perpetuate critical misconceptions in the education of English Learners (ELs), as ideological mind-sets and mislabeling of Latinx families intentionally diminish their roles, importance, participation, and histories. The effects of COVID-19 pandemic on mitigating online instruction, exposed the magnitude of the technological inequities for Latinx families already marginalized by systemic discrimination and social injustices. Schools not only need to commit to training all educators on how to engage all families but to also consider providing technology training to parents of ELs. This five-year study aimed to improve the education of ELs by increasing the engagement of parents through technology. The research presented how the parents' confidence levels on the use of technology remained moderate to low, even after participating in teacher-parent workshops targeted at increasing their skills. However, the study also demonstrated steady gains in confidence over time in using technology at home with their children. Findings indicate that parents need access to ample internet connectivity, basic knowledge of online communication, access to platforms used by schools, and ways they can monitor and support their children through technology. Trusting teacher-parent relationships served as a unifying element in cultivating community-school relations.

While there exists an extensive body of literature on Early Career Researchers (ECRs), there has been a notable lack of focus on the hurdles encountered by ECRs in social sciences at local universities when it comes to academic publishing. This study addresses this gap by conducting in-depth, semi-structured interviews with 15 Chinese university academics to explore the hindering factors affecting ECRs' scholarly publishing in CSSCI-indexed journals. The research is grounded in the conceptual frameworks of the halo effect and academic socialization. The findings reveal a myriad of hindering factors operating at different levels, including macro-level factors such as the dilemma of growing demand and shrinking supply in CSSCI-listed journals, the halo effect's impact on journal gatekeeping, and the insufficiency of constructive review feedback. Meso-level factors encompass the lack of academic mentorship and support, and the burden of teaching and administrative responsibilities. Micro-level factors involve inadequate speculative research skills, unfamiliarity with journal norms, diminishing confidence in research endeavors, and a shift in academic identity. To address these problems, academia, institutions, policymakers as well as academics need to take collective efforts to foster an environment that supports the growth and success of young social science researchers at local Chinese universities.

Ideologies of language and race are deeply connected in the United States. Language practices associated with racially marginalized communities, such as African American Language (AAL) or Spanglish, are often heavily stigmatized. Such stigma is not grounded in empirical research on language, but rather in "raciolinguistic ideologies" that reproduce white supremacy and oppression in teacher education and in US classrooms -- including science classrooms. Science education need not be this way, however. Translanguaging pedagogies can create space for students to use any and all types of languaging practices to engage in scientific sensemaking. Implementing translanguaging pedagogies to support scientific sensemaking will require science teachers to develop inclusive ideologies of language -- not only the knowledge that multiple varieties of language are valid tools for sensemaking, but also the inclination and ability to formatively assess student thinking even when that thinking is not couched in canonical "science language." In the present manuscript, we explore the relationships among teachers' language ideologies, their racial ideologies, their knowledge of language as an epistemic tool for teaching science, their self-reported assessment practices, and their actual responses to several different samples of student science writing -- including a writing sample that includes an oft-stigmatized feature of African American Language. We show that teachers with more language-inclusive ideologies -- that is, those who take a translanguaging stance, and thus value the use of AAL in classrooms -- appear to be better at formatively assessing and responding to student science writing compared to teachers with more language-exclusive ideologies. We also show that seemingly race-neutral ideologies of language are in fact strongly associated with oppressive ideologies of race, and that these language ideologies predict teachers' science formative assessment practices independently of existing measures of pedagogical knowledge. We discuss implications for science teaching, teacher education, and science education research.

The Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed and validated to assess autism knowledge across cultural contexts. Given the wide international use of the measure, the current study aimed to re-examine the measurement properties of the ASK-Q. Using a large, international database (n = 5064), psychometric analyses examined both item discrimination and differential item functioning across four countries. These analyses identified 18 items in need of examination for removal or refinement and retention. Further review by a team of autism experts identified additional changes required to minimize item stigma and increase item cross-cultural sensitivity and accuracy. These changes resulted in the ASK-Q, Second edition (ASK-Q-2), a briefer measure, that maintained the original four-factor structure and excellent internal consistency, but that now has even higher reliability for use in cross-cultural contexts.

Background: Mental disorders most likely manifest during adolescence, providing opportunities for schools and professionals to implement standardized mental health literacy (MHL) interventions to support improvement of mental health outcomes. Purpose: This study aimed to evaluate the impact of an MHL intervention (the Guide) on knowledge, stigma, help-seeking and overall mental health among grade 8-9 students. Methods: We developed a longitudinal cohort study to evaluate the Guide among 523 students, delivered across subsequent grade levels within a Catholic school board in Canada. We utilized validated measures to assess mental health knowledge, stigma, help-seeking attitudes, and mental health across four time-points: baseline, end of grade 8, beginning of grade 9, and end of grade 9. Teachers undertook training to learn how to administer the intervention, utilize included teaching aids, and collect data. Results: Students demonstrated improvements on knowledge and stigma at all measurement intervals, however statistically significant differences in help-seeking and well-being outcomes were not observed. Discussion: This study suggests the plausibility of longer-term delivery of the Guide and similar resources in enhancing knowledge and reducing stigma among similar youth cohorts. Translation to Health Education Practice: Certified Health Education Specialists may adapt the Guide to accommodate youth mental health needs in different contexts.