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Despite their documented benefits, the widespread adoption of community-engaged and participatory approaches among health researchers remains limited. Institutional practices and policies influence the uptake of community engagement and participatory approaches. We examine the role of financial arrangements between university researchers and community partners, by exploring efforts to bridge the gap between research administration and researchers at two research-intensive institutions. The type of financial arrangement a researcher has with a community partner plays an important role in setting the stage for the structure of the partnership as it relates to shared decision-making and ownership of the research. Continued efforts to clarify and streamline subcontracting processes are needed as is infrastructure to support community partners and researchers as they navigate financial arrangements if progress is to be made.

Wildland fires are diminishing air quality on a seasonal and regional basis, raising concerns about respiratory health risks to the public and occupational groups. This American Thoracic Society (ATS) workshop was convened in 2019 to meet the growing health threat of wildland fire smoke. The workshop brought together a multidisciplinary group of 19 experts, including wildland fire managers, public health officials, epidemiologists, toxicologists, and pediatric and adult pulmonologists. The workshop examined the following four major topics: 1) the science of wildland fire incidence and fire management, 2) the respiratory and cardiovascular health effects of wildland fire smoke exposure, 3) communication strategies to address these health risks, and 4) actions to address wildland fire health impacts. Through formal presentations followed by group discussion, workshop participants identified top priorities for fire management, research, communication, and public policy to address health risks of wildland fires. The workshop concluded that short-term exposure to wildland smoke causes acute respiratory health effects, especially among those with asthma and chronic obstructive pulmonary disease. Research is needed to understand long-term health effects of repeated smoke exposures across fire seasons for children, adults, and highly exposed occupational groups (especially firefighters). Other research priorities include fire data collection and modeling, toxicology of different fire fuel sources, and the efficacy of health protective measures to prevent respiratory effects of smoke exposure. The workshop committee recommends a unified federal response to the growing problem of wildland fires, including investment in fire behavior and smoke air quality modeling, research on the health impacts of smoke, and development of robust clinical and public health communication tools.

Although the majority of U.S. medical students predominantly apply to only one specialty, some apply to more than one. When it comes to emergency medicine (EM), applicants may apply to additional specialties due to several reasons: being international medical graduates as well as their inability to make a decision regarding the choice of specialty, fear from the growing competitiveness of EM, or the desire to stay in a specific geographic area. Accordingly, in this article we aim to guide medical students through the process of applying to more than one specialty, including using the Electronic Residency Application Service application, writing a personal statement, getting letters of recommendation, and an Early Match. Moreover, we elaborate on the effect of applying to more than one specialty on a student's application to a residency in EM.

To identify research priorities and appropriate resources and to establish the infrastructure required to address the emergency care of patients with cancer, the National Institutes of Health's National Cancer Institute and the Office of Emergency Care Research sponsored a one-day workshop, "Cancer and Emergency Medicine: Setting the Research Agenda," in March 2015 in Bethesda, MD. Participants included leading researchers and clinicians in the fields of oncology, emergency medicine, and palliative care, and representatives from the National Institutes of Health. Attendees were charged with identifying research opportunities and priorities to advance the understanding of the emergency care of cancer patients. Recommendations were made in 4 areas: the collection of epidemiologic data, care of the patient with febrile neutropenia, acute events such as dyspnea, and palliative care in the emergency department setting.

Background: Despite the promise of school-based health centers (SBHCs) as crucial source of mental health care for youth, accumulated literature describing how SBHCs are typically arranged, patterns of service utilization, and, ultimately, effects of services delivered through SBHCs is limited. Objective: This study's aim was as disentangle the types of services provided into determine unique predictors of service use with the overall goals of making an incremental step towards understanding SBHC intervention effects and implementation challenges. Method: This study used student-level administrative and survey data to examine academic, psychosocial, and demographic correlates of SBHC utilization by type of service (i.e., medical services, general counseling, and behavioral health counseling). The sample includes all students from one high school with a SBHC in a large urban district (n = 658). Logistic regression models were used to identify factors that uniquely contributed to service use. Results: The strongest predictors of SBHC utilization overall were race, special education participation, and GPA. With regard to behavioral health services, demographic background (i.e. Black and Latino), special education participation, and violence victimization or perpetration predicted use. With regard to general counseling, being female was the strongest predictor of service use. For medical services, age and special education participation predicted use. Conclusion: Heterogeneous student characteristics (e.g., demographic, academic, and psychosocial) are related to utilization of school-based health and mental health services. Future research must address the student characteristics that predict service use in order to minimize selection bias which may skew the results intended to document the impact of SBHCs on student outcomes.

This manuscript outlines the beginning contours of a racial justice and equity framework for school social work. It briefly summarizes prior social work scholarship related to social and racial justice and race, outline forces related to school social work professional practice that likely shape limited explicit attention to conceptions of racial equity and justice in schools. Specifically it suggests attention to (a) school institutional and organizational structure and (b) school social work practice routines to center issues of racial justice and equity in relation to the school social work profession.

A large urban district (N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR 0.21, p < 0.001) and suspensions (OR 0.07, p < 0.001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.

We utilized a pooled sample of elementary, middle, and high school-aged children identified as homeless via definitions set forth by McKinney-Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state standardized achievement tests (N = 2,618 students in 111 schools). Results of multi-level models indicated that school factors, including school truancy and average school reading and mathematics proficiency rates, contributed to individual student outcomes. Students identified as English language learners or receiving special education services performed relatively more poorly than peers across outcomes considered.

Little is known about academic performance among homeless high school students, although correlates of academic performance are well documented among their peers in the elementary and middle school grades. This study explores the relationship between student-level demographic and academic performance indicators (for example, grade point average [GPA], attendance, standardized test score performance) and high school exit exam performance (that is, whether students took and passed high school exit exams, respectively) in a sample of 10th- to 12th-grade students identified as homeless by their district's McKinney-Vento program (N = 494 students in 25 high schools). Factors related to taking the exit exams included grade level, cumulative GPA, and previous test-taking behavior. Among students who had taken the exit exams, standardized test scores, GPA, and English fluency related to exit exam outcomes, suggesting the potential for academic skills remediation among this subgroup. The article concludes with a discussion of the implications for future research, practice, and policy.

The authors present a case history of the growth and development of school social work services between 2000 and 2012 in the San Francisco Unified School District. Responding to a gap in the literature describing growth of school social work services in local educational contexts, this case history reveals, consistent with prior research, that strategic and collaboratively oriented funding strategies aligned with student and community needs, extra- and intradistrict social work advocacy, data-based decision-making infrastructures, and aligned preservice and post-MSW training opportunities play key roles in sustained school social work services.

Youth involved in child-serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indicators of well-being across the lifespan. It is also important to consider that the experience of maltreatment is linked to both academic difficulty and formal system involvement. This paper highlights recent research focused on the academic performance of children and adolescents involved with child welfare and juvenile justice systems, with specific emphasis on highlighting prevention and intervention strategies that cut across systems. To meet the complex needs of these populations, school psychologists and other support staff should be cognizant of students' academic needs and take a leadership role in collaborating within and across systems to meet them.

This response considers together simultaneously occurring discussions about causal inference in social work and allied health and social science disciplines. It places emphasis on scholarship that integrates the potential outcomes model with directed acyclic graphing techniques to extract core steps in causal inference. Although this scholarship is focused on bolstering causal inference from observational data, it is argued that it also offers processes to facilitate what Marsh terms as slow causal thinking.