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Research has highlighted the connection between involvement and important postsecondary outcomes such as persistence, interpersonal/intrapersonal development, civic engagement, and multicultural competence, among many others. However, for students with minoritized identities of sexuality and gender (MIoSG), engaging in identity-based organizations comes with both risks and benefits, especially in a time of increasingly prevalent anti-queer and anti-trans U.S.-based legislation. Our findings reveal the complexity of student experiences, with a specific focus on STEM students who hold MIoSG, from overall positive involvement experiences to barriers such as danger, inactive clubs, and lack of campus spaces. This focus on MIoSG students within STEM disciplines is important, as students often report STEM spaces as particularly oppressive, therefore having a high need for counter spaces where their identities are supported. These findings could help practitioners rethink how to design campus spaces where students do not have to fear for their physical, emotional, and professional safety.

Background/purpose: While the existing literature explores the internalization of higher education, a significant gap remains in comprehending the motivations behind international students choosing Portuguese higher education. This study aims to address this gap by examining the motivations of a specific group within Portuguese universities: international students from Portuguese-speaking African countries. Materials/methods: The study was conducted with a qualitative approach using data obtained from biographical interviews with African Portuguese-speaking international students. The collected data were then analyzed according to content analysis. Results: The findings demonstrate that the students' motivations for studying at Portuguese higher education institutions varied. Their reasons include the international reputation of Portugal, the quality of its education, upon recommendation from family members, the Portuguese language, lower tuition fees compared to their home institutions, cultural proximity, scholarship opportunities, and the perception of Portugal as a safe country. Conclusion: Through an examination of the motivation of students from Portuguese-speaking African countries pursuing higher education in Portugal, this study provides fresh perspective on the existing literature concerning international student mobility. Opting to study in Portugal is seen as a chance for African students to access quality higher education and to obtain an academic degree with significant recognition in the country of origin, with anticipated positive impacts on the personal, social, and professional aspects of their lives.

Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students' self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students' feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students' self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students' perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students' feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.

In the study, aimed to determine mothers' awareness of digital parenting. This quantitative study employed a descriptive survey model. This study was conducted on 306 mothers whose children enrolled in kindergarten, primary school, secondary school, and high school participated in the research. The data were collected using the Digital Parenting Awareness Scale (DPAS) and personal information form for demographic information of the mothers. Descriptive analyses, Mann-Whitney U Test, Kruskal-Wallis Test and Tamhane's Post Hoc tests were used in the analysis of the data. The analysis results revealed that mothers' digital parenting awareness levels were high. Additionally, no significant difference was found in digital parenting awareness by child gender, previous knowledge about digital media, and the number of children mothers have. It was also found that the level of digital neglect of mothers between the ages of 46-50 was high, mothers living in the Cankaya had a high level of being a negative model, and the mothers living in the Keciören had a high level of efficient use of digital tools. The mothers whose children attended primary school were negative models, and those with undergraduate and graduate degrees had a high level of being negative models.

Academic labor has expanded beyond the walls of academic institutions. Academics are expected to communicate with students online, use digital tools to complete their work, and share their research with broad audiences--often through online spaces like social media. Academics also face technology-facilitated violence and abuse (TFVA) in these same spaces. When this happens, employers have a responsibility to protect and support workers. However, recent events have shown that universities are not always prepared to do so. We use data from a discourse analysis of harassment and discrimination policies and interviews with university managers (including Vice President Academics/Provost, Faculty Deans, and directors of human rights offices) to examine how prepared Canadian universities and colleges are to support academics targeted by TFVA. We found that institutions are unprepared in three ways: first, they focus on physical safety over non-contact harms; second, they envision perpetrators to be named, local, and part of the campus community; and third, the reporting process is cumbersome and outpaced by the speed and frequency with which TFVA occurs. We consider these findings in the context of work-overflow and context collapse to demonstrate how the institutional apparatus for maintaining a safe and respectful working environment has not expanded in kind with the extensification of contemporary academic labor.

Background: The global introduction of complex measures directed at the containment of the COVID-19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e-learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online-based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e-learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well-being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction.

This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt's conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard's notion of "la transposition didactique" to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.

This study aims to develop a valid and reliable assessment tool for the assessment of safety skills of individuals with intellectual disabilities, examine the effectiveness of the Safety Skills Instruction Program (SSIP) in teaching safety skills to these individuals, determine the preservation of skills after instruction by observation, and determine the views of parents and students respecting the teaching of safety skills. This research is designed in an explanatory sequential design, which is one of the mixed research methods. The examination of the construct validity process has indicated that the Safety Skills Test (SST) has a structure of four factors. 540 individuals with intellectual disabilities participated in the development of the measurement tool, and 32 individuals with intellectual disabilities participated in the implementation of the curriculum. It is determined that the level of safety skills of the students with mild intellectual disabilities who have attended the instruction is higher than the ones who have not attended, according to the mean ranks. It is found that the safety skills of students are preserved at a rate of 85-85%, according to the observation data gathered one week later. According to the result of the interview data, students and parents feel pleased about the instruction and think that the skills have been learned to a large extent.

We know that the socioeconomic structure of the areas around schools affects schools and their educational activities. Considering this fact, in the present study we sought to stress how the socioeconomic structure of the areas of schools where teachers carried out their duties affected the teachers. In the phenomenological study, we aimed to reveal the inequalities faced by the teachers who carried out a duty in a socioeconomically disadvantageous area in the southeast of Turkey. In order to collect data, we conducted face-to-face interviews with the teachers who experienced educational inequalities in their schools. We found that the teachers experienced both physical and educational inequalities, and these inequalities had individual and organizational effects. Due to these effects, the teachers had social and individual expectations. As a consequence, it is possible to state that the teachers had similar job definitions; however, they did not have similar opportunities in terms of the areas where they carried out a duty. We stress the necessity of actualizing fair applications that pay regard to the qualities of areas where teachers carry out a duty.

To establish good maritime governance, the Indonesian government must pay attention to maritime security aspects in every maritime policy and integrate maritime security education into the national education curriculum. However, implementing the World Maritime Axis concept, the Indonesian government still needs to consider the maritime security perspective as a top priority. The ultimate goal of good maritime governance development should include the strength of the Navy as the most important supporting element and the implementation of maritime security training and education for Indonesian maritime society. This study aims to analyze the efforts of the Joko Widodo (Jokowi) administration in addressing maritime security issues through the implemented maritime security training and education programs. The research method used is qualitative descriptive by using secondary data from a literature review and interpretation found in previous journal articles, with data collection techniques through literature study. The study results indicate that addressing maritime security issues requires hard and soft efforts from the government, including implementing maritime security training and education programs for Indonesian maritime society and integrating maritime security education into the national education curriculum.

In this paper, we (a) share perspectives from stakeholders who learn and teach in an EdD program located in the United States that utilizes telepresence for distance learning (TDL) in a synchronous, hybrid environment, (b) frame our learning as a community of practice, and (c) report affordances and challenges of this model. TDL students asserted that the telepresence option gave them choice in selecting their doctoral program and increased their social presence and ability to be perceived as real people, and all students recognized the importance of a cohesive community to offer support through technological challenges. Faculty were largely unfamiliar with utilizing telepresence in the classroom initially and acknowledged that revised pedagogies and instructional methods were essential to supporting all students in this model. TDL affords opportunities to increase equity and access in doctoral education; however, technological and logistical challenges must be remediated to ensure a successful learning environment.

This paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi-structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self-efficacy, outcome expectations and environment. The clear goal of political ambition and work--life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self-efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the 'special selected graduates' scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities.

Practitioners who work with children and young people such as educators, psychologists, and social workers, are required to understand and respond to various sexual behaviours in children and young people. However, there is a dearth of training programmes dealing with sexual development. To reduce over- and under-reporting of risk, which can have serious adverse outcomes, it is essential to educate practitioners in understanding and responding appropriately to sexual behaviours. This study evaluated Traffic Lights® professional development training programme -- a one-day programme offered across Queensland, Australia, with the goal of educating practitioners and promoting safe and respectful sexual health among children and young people. Thirty postgraduate psychology students working with/interested in working with children and young people received Traffic Lights® training, and accuracy of understanding and responding to sexual behaviours presented in scenarios was assessed pre- and post-training. Participant responses were scored using criteria developed by a local sexual health organisation's research specialists. Findings revealed no significant improvement in understanding and responding to sexual behaviours in children and young people. Implications of this study include recommendations for small-scale evaluations with sexual health experts and follow-up research, which is critical given the need for evidence-based practice in this area.

Only a very few studies to date have comprehensively assessed children's knowledge of sexuality. In this study, we examined the level of sexual knowledge among children aged 3-6 years in Finland. We analysed children's explanations of what they saw in drawings related to genital naming, conception and childbirth, safety skills, and adult sexual activity. Levels of knowledge were generally low. The largest number of correct answers were given for genital naming and safety skills. Knowledge increased with age. Children's gender was not related to their total level of knowledge. There was a correlation between children's ability to name their genitals and their knowledge of safety skills. The results suggest that only what is known about can be protected. Building on the findings of this study, age-appropriate sexuality education should be provided to all children.

Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic young people's lived experiences. This participatory inquiry adopted a flexible and reflective approach with two autistic adolescents who had extended school nonattendance and aimed to explore how Kas and Z experienced this and described effective support to meet their needs. Adolescents' perspectives were supported by three parental viewpoints. The participatory design allowed participants to identify key themes of effective support: a nuanced relationship with time; internal processes of control and motivation; relationships and safe environments; perspectives around their diagnosis of autism. A thematic map was developed to highlight the interaction between adolescents' perspectives and parental viewpoints and the superordinate, researcher-identified theme of Understanding and Acceptance of Individual Lived Experience of Autism. The methodology and themes suggest considerations for professionals to develop practice to support autistic pupils who experience extended school nonattendance. Implications for future research are discussed.

This research examines preservice teachers' perspectives on digital citizenship and its relevance for literacy education. Digital citizenship has been explored in various ways in recent decades, primarily in the educational technology literature, and prominent themes of digital citizenship include the use of safely, responsibly, and productively using technology to engage in digital spaces. However, limited research has explored preservice teachers' perspectives on digital citizenship, particularly as relates to literacy education. This qualitative case study investigates the views of 111 preservice teachers enrolled in a teacher preparation program in the Midwestern United States on digital citizenship and its relevance for literacy education. Data analysis of participants' written reflections revealed four primary themes of digital citizenship that align with concepts, skills, and goals in literacy education: well-informed citizens, community engagement and activism, safety, and technological know-how. These themes also connect to digital literacies. Given the commonalities between digital citizenship and literacy education, explicit integration of digital citizenship curricula into literacy education can connect important and discrete digital literacy skills into more cohesive educational units that empower children to safely and productively utilize digital technologies to promote meaningful change in their communities.

Concussion education is widely mandated and largely ineffective. Recent consensus guidance on concussion education asserts the importance of (1) theory-driven programming that targets the team as a system and (2) working with end users throughout the development process, and considering issues such as feasibility, acceptability, and sustainability. Consistent with this guidance, and in collaboration with youth sport stakeholders in two regions of the United States, we developed a novel approach to concussion education: Pre-game safety huddles. Safety huddles have the following two core components: (1) athletes, coaches, and other stakeholders come together before the start of each game and (2) opinion leaders (coaches, referees) affirm the importance of care seeking for suspected concussion. The aim of this article is to provide an overview of the collaborative process through which we refined the safety huddle concept into an acceptable and feasible intervention with potential for sustainable implementation in diverse youth sports settings with minimal resource demands. In describing our process and discussing challenges and opportunities, we hope to provide an example for others seeking to develop and implement injury prevention interventions in youth sports settings.

Structural inequities influence young parents' access to health care, housing, transportation, social support, education, and income. The current study adds to the extant literature by providing data directly obtained in collaboration with young parents to understand how structural violence affects the health and well-being of their families, ultimately resulting in community-driven policy recommendations developed in collaboration with the state health department. We engaged a diverse sample of young people--considered as community researchers in the project--including Black, Latinx, and/or LGBTQ+ pregnant and parenting young parents in a participatory action research (PAR) project in the spring of 2022 to explore their health and material needs while living in Springfield, Massachusetts. Together with young parents, we used participatory arts-based methods to conduct community and identity building, define research questions and photo prompts, conduct data collection (photos), engage in group thematic analysis, and take action at the state policy level. We also conducted individual semi-structured life-history interviews with the young parents. Participatory community-led findings indicate an urgent need for systemic change to increase access to safe and affordable housing; living-wage jobs; safe, high-quality, and affordable child care; and to bolster social support and disabilities services for young parents and their families. This participatory study funded by a state health department demonstrates that participatory community-driven data can have the power to mobilize community members and policy makers for social change if prioritized at the state and local levels. Additional practice-based implications include prioritizing participatory mentorship programs intended to aid young parents in navigating the complex systems that are vital to their survival.

The present study investigates perceptions toward inclusive restrooms after implementation on a college campus. The campus implemented 'all-gender restrooms' to reduce restroom-related stress and belonging threats faced by gender-diverse students. Signs labeled 'all-gender' were added to the restroom doors along with notes explaining that the campus supports students using the restroom they identify with. One year after all-gender restroom implementation we surveyed students about their perceptions of and experiences using these restroom; 155 students, including 11 gender-diverse students participated. Restroom-related comfort and safety as well as transphobia-related individual difference factors (i.e. gender essentialism, right-wing authoritarianism, and political affiliation) were measured. Most participants reported feeling at least moderately comfortable and safe with the restrooms in general. As predicted, the individual difference factors were negatively correlated with comfort and safety toward all-gender restrooms. Findings suggest implementing all-gender restrooms benefits gender-diverse students and illustrate students' support for gender-diverse students. The findings provide insights into the potential for addressing gender essentialism to increase support for all-gender restrooms.

Adolescent girls are more likely to experience early sexual debut than boys. However, the developmental context of their sexual behaviors is under-investigated. Using the socio-ecological model and Malawi Schooling and Adolescent Survey, we investigated factors crucial in determining the development of sexual behaviors of 416, 14-year-old girls in rural southern Malawi. We applied Bivariate Logistic Regression analysis to determine associations. Results showed that 353 (84.9%) experienced sexual intercourse, 60 (18.4%) had multiple sexual partners, and 32 (9.1%) used condoms or hormonal contraceptives. Participants' educational background, desire for higher education, reproductive health knowledge, and being monitored by teachers in school were positively associated with healthy sexual behaviors. Having a boyfriend, lack of schooling support, and being invited to teachers' homes were positively associated with risky sexual behaviors. Therefore, promoting adolescents' formal education, sexual health literacy, and safety in schools should be essential components of research and biobehavioral interventions targeting young adolescents in Malawi.

For far too many students, schools are "not" places of belonging. This is due, in part, to the cultural mismatch between schools and students that, despite even the best of intentions, too often leads to student harm and negative student outcomes. Gloria McDaniel-Hall and Nina F. Weisling provide insights for understanding "why" belonging is vital to student learning, how teachers can recognize when they fall short of building spaces where all students feel they belong, and suggestions for starting to learn, unlearn, and relearn so that all students feel safe, seen, and ready to learn.

Play Africa, with over 40 innovative exhibits and/or programs since inception, was created as a means to address the inequalities and lack of high-quality experiences that affect the early development of children from birth to age 10 in South Africa. The results from the 2021 Progress in International Reading Literacy Study (PIRLS) paint a dire picture: 81% of children are unable to read for meaning. Thus, the foundation children need to thrive and meet growth milestones is stifled, creating a ripple effect of disadvantage. Furthermore, a lot of children do not have access to safe spaces to play. Play Africa is trying to change this narrative by making holistic learning fun and accessible. To create safe environments where children can play, create, discover, and connect with one another, Play Africa created the first children's museum and education makerspace in Southern Africa. [This article was written by Play Africa.]

This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.

Services for youth experiencing homelessness (YEH) are designed with limited input from the youth themselves. This study explored the experiences and recommendations for services aimed at mitigating the negative effects of homelessness among youth. A total of 45 interviews were conducted with YEH (ages 15 to 24, M = 21.5 years) who experienced at least one night of homelessness. Transcripts were coded by using a modified constructivist grounded theory approach. YEH reported myriad challenges to navigating disjointed programming and misguided policies. Recommendations from YEH for policy and programmatic change include peacekeeping and diffusion training for program staff, trauma-informed approaches, and conflict resolution among agency staff; and integrate creative outlets and transitional services into existing programs. Programming supporting YEH must extend beyond meeting only basic needs to creating opportunities for safety, autonomy, and growth. Programs targeting youth homelessness need input from YEH in their design and implementation.

Precarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war.

The outburst of the coronavirus pandemic in Poland has led to specific measures related to COVID, which affected unequally different age groups. Children were presented as "spreaders" of the disease, and a threat to the societies' safety. Such fears led to new disciplining practices, such as prohibiting children from leaving the house without adult's supervision during the first wave of pandemic in Poland. In the consequence of those special measures, the pandemic crisis challenged and blurred some previously existing boundaries, such as those between home and school, private and public, health and illness, online and offline, etc. In this paper, we examine how Polish children experienced their childhood through playful activities during the COVID-19 pandemic. Using data from three different research projects conducted during the COVID-19 pandemic in Poland, we reflect on the children's understandings of what is safe. Our focus is on various spaces which either enabled or restrained such activities, and on active work of children in finding and creating a safe space. We argue that, in the circumstances in which known-to-date divisions blurred, children's seeking of safe spaces, in literal and metaphoric sense, were the means to deal with the new realities. These were primarily negotiable spaces, created through various social practices such as play.

Although sexual and reproductive health is critically important for women with intellectual and developmental disabilities (IDD), there is limited research elucidating the role of family caregivers in assisting women with IDD access sexual and reproductive health services and information. Understanding the family caregivers' attitudes and perspectives is essential to improving access to sexual and reproductive health services and information for women with IDD. A cross-sectional online survey of family caregivers of women with IDD was administered between June and October 2018. Quantitative analysis was conducted for closed-ended responses, and qualitative analysis was conducted for open-ended responses. The analytic sample included 132 family caregivers. Most participants were parents and reported being closely involved in their family member's access to sexual and reproductive health services and information. Although most participants expressed that sexual and reproductive health services and information are essential for women with IDD, qualitative analysis of participants' open-ended responses revealed both supportive and restrictive attitudes and perspectives on sexual and reproductive health services and information for women with IDD. Supportive attitudes and perspectives included (1) "knowledge is power;" (2) supported decision-making; and (3) protection against sexual abuse. Restrictive attitudes and perspectives included (1) dependent on the individual; (2) lack of autonomy; and (3) placing responsibility on disability. Greater attention from policymakers and practitioners to systems-level changes, including universal and accessible sexual education for women with IDD, supported decision-making, and sexual abuse prevention measures, are urgently needed.

As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social--emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well-being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well-being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish responded to a qualitative questionnaire probing the emotional reactions and memories instigated by authentic HL classroom reading material on sensitive topics of racism, bilingualism, and immigration. The themes identified in written narrative data through an inductive thematic approach were then used as a foundation for semistructured interviews with language learners (n = 6) and educators (n = 8) from eight different HL backgrounds. Findings revealed feelings of comfort and discomfort, and even trauma and healing, in HLE spaces rooted in (a) language learning experiences, (b) social memories of (dis)comfort, and (c) intergenerational histories. Together, the data suggest how the HL classroom can act both as a trigger of social injustice, linguistic insecurity, and family conflict and, at the same time, as a space instigating affective reactions associated with social rebellion, linguistic confidence, intergenerational healing, and emotional refuge. Specific pedagogical recommendations are made to equip educators with a concrete toolkit for the HL classroom.

Transgender (trans) rights are human rights; however, human resource management (HRM) policies often do not consider implications for non-binary gender equity. Instead, trans employees often face adverse working conditions, including discrimination, harassment, and marginalization--a critical HRM issue. As the workforce diversifies, HRM professionals must increase their understanding of identity categories, such as sex and gender. Moreover, HRM professionals must be equipped to critically analyze and uphold or amend workplace policies and practices to protect the rights and address the unique challenges faced by non-gender binary employees. This teaching case study facilitates a discussion on transgender rights and the role of HRM by analyzing issues of access, fairness, safety, and inclusivity in the public sector workplace. Students are challenged to consider how different groups are affected by HRM policy (or lack thereof) and how to balance policies with the needs and safety concerns of various stakeholders.

Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community members. Drawing on Freire's (1970) concept of "praxis," and on critical-ecological educational approaches (da Silva Iddings, 2017), we interviewed educators to better understand the possibilities of partnerships between university-schools-communities to collaboratively facilitate educational equity and safety of undocumented immigrant students in U.S. schools. Thus, this article aims to shed light on ways to respond to the current sociopolitical and educational issues these students are facing and on ways to improve their schooling experiences.

Grounded in career construction theory, we proposed that proactive personality (a disposition that drives people to focus on the future) influences career adaptability (the attitudes and behaviours that people use to adapt to work), which in turn influences career exploration (purposive cognition and behaviour to seek information for self-career advancement). However, psychological safety as a boundary condition may affect career adaptability's relation to career exploration. Hence, this study examined whether students' psychological safety moderates career adaptability's mediating effect on the relationship between proactive personality and career exploration. A total of 288 students who completed internships at Taiwanese sports centres or fitness clubs participated in this research. The results indicate that interns' psychological safety, functioning as a moderator, intensifies proactive personality's indirect effect on career exploration through career adaptability. The implications of this finding for students' career counselling are discussed.

Protective face masks were one of the central measures to counteract viral transmission in the COVID-19 pandemic. Prior research indicates that face masks impact various aspects of social cognition, such as emotion recognition and social evaluation. Whether protective masks also influence social avoidance behavior is less clear. Our project assessed direct and indirect measures of social avoidance tendencies towards masked and unmasked faces in two experiments with 311 participants during the first half of 2021. Two interventions were used in half of the participants from each sample (Experiment 1: protective face masks; Experiment 2: a disease prime video) to decrease or increase the salience of the immediate contagion threat. In the direct social avoidance measure, which asked for the deliberate decision to approach or avoid a person in a hypothetical social encounter, participants showed an increased willingness to approach masked as opposed to unmasked faces across experiments. This effect was further related to interindividual differences in pandemic threat perception in both samples. In the indirect measure, which assessed automatic social approach and avoidance tendencies, we neither observed an approach advantage towards masked faces nor an avoidance advantage for unmasked faces. Thus, while the absence of protective face masks may have led to increased deliberate social avoidance during the pandemic, no such effect was observed on automatic regulation of behavior, thus indicating the relative robustness of this latter behavior against changes in superordinate social norms.

Background: Pragmatic language use in general and the use of evaluation devices (EDs) are very important components in everyday communication and expressing thoughts and feelings in narrative production. However, very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are deaf and hard of hearing (DHH). Aims: The present study investigated the use of EDs in personal oral narratives elicited from 124 hearing and DHH Arabic-speaking adolescents. Methods & Procedures: Each participant was asked to tell a personal story about a time he or she was in a dangerous situation. Narratives were transcribed and coded for nine different types of evaluation. Outcomes & Results: A three-way interaction of group (hearing/DHH) by gender (Female/Male) by evaluation type emerged such that female hearing adolescents' narratives contained significantly more frames of mind than the narratives of DHH females and hearing males and more hedges than DHH females. In addition, hearing males' narratives contained more hedges than those of DHH males and more negative comments than the narratives of both hearing females and DHH males. Conclusions & Implications: The present research identifies factors that facilitate narrative abilities by DHH. Discussion centres on explanations for group and gender differences in terms of exposure and language socialization.

In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the difference in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 first-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member effectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conflict. The most important factor predicting project grades shifted from 'Interacting with teammates' to 'Having relevant knowledge, skills, and abilities' amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances.

"Safe spaces" denote areas where students show up as they are and express themselves without fear of being made uncomfortable because of their sex, cultural background, or other status. Many dismiss the importance of safe spaces for students by accusing the institution of becoming a "therapeutic institution" concerned with their well-being, and/or viewing them as victims. We recognize the value of safe spaces to promote inclusion, and a sense of belonging for students. Utilizing photovoice with a LatCrit framework, we demonstrate the power of community-based participatory research to help Latina/o/x and Chicana/o/x students 1) explore and articulate which spaces at an emerging HSI support their sense of safety; 2) illuminate unsafe spaces and how they navigate them; and 3) center student voices in safer spaces issues. We also identify factors that make university spaces feel safer and unsafe so as to provide guidance to those interested in being supportive of this student population. The findings provide insight into the factors that impact Latina/o/x and Chicana/o/x students' sense of safety and offer greater understanding of communal approaches that might support navigation of unsafe spaces and the increased creation of safer spaces.

Purpose: This study aims to identify how objective indicators of destination country risk differentiate business study abroad programs from those in other academic disciplines. Design/methodology/approach: The authors trained a neural network model on six years of student-initiated inquiries about study abroad programs at a large US university. The model classified business versus nonbusiness study abroad programs using objective measures of destination country risk as the primary inputs. Findings: The model correctly classifies business and nonbusiness study abroad programs with over 70% accuracy. Business programs were found to be 20% less likely to include destinations where the Centers for Disease Control and Prevention recommend nonroutine vaccinations and favor countries with higher Global Peace Index scores. Practical implications: These results underscore the need to consider destination country risk in the design and administration of study abroad programs. An understanding of student preferences for lower risk destinations can contribute to improved planning, execution and student experiences in these programs. Social implications: Better planning and management of study abroad programs based on understanding of destination country risk can lead to enhanced student safety and experiences. Originality/value: This study offers a unique perspective on understanding study abroad programs by focusing on objective measures of destination country risk rather than risk perceptions. It also is, to the best of the authors' knowledge, the first to use a neural network to classify study abroad programs as business versus nonbusiness using objective measures of country-specify risk indicators.

Background: Developmentally, social relationships are critical in the lives of emerging adults; however, little research has been focused on the types of protective behaviors that individuals on college campuses engaged in during the pandemic. Purpose: This study examines predictors of emerging adults' self-protective behaviors with a focus on COVID stress. Methods: Participants were 132 undergraduate participants who completed a series of online measures aimed at assessing COVID-19 stress and various self-protective behaviors. Results: Using sanitizer, wearing masks, and notifying people of contact were the most prevalent self-protective behaviors. COVID-19 stress, particularly trauma, was the only significant predictor of self-protective behaviors. Results also showed that for women trauma predicted self-protective behavior and women in general reported more COVID-19 trauma. Discussion: Although most participants reported engaging in some type of self-protective behaviors, the data suggest that psychological factors are important for predicting these behaviors. Translation to Health Education Practice: This research offers insight into the need for college/university campuses to prioritize both physical health behaviors and also mental health consequences during the pandemic consistent with several NCHEC responsibilities.

Teacher turnover is an issue of national significance and has worsened since the start of the COVID-19 pandemic. Teacher-directed violence and teacher turnover can significantly impact school life for students, staff, and communities. Using Wang and Degol's school climate framework, we examined school characteristics that contribute to teacher-directed violence and related turnover. The current study examines the qualitative experiences of 403 teachers who reported that their most upsetting incidents of violence contributed to desires to leave the profession, transfer, or retire. Many teachers indicated concerns about safety and community factors, including parent--teacher relationships and community violence. Educators emphasized issues related to administrators, describing a lack of support and poor leadership. Finally, teachers discussed concerns with policy on both school and government levels. Improving school climate may be one avenue for decreasing teacher-directed violence and preventing turnover.

The COVID-19 pandemic has had significant consequences for all areas of human life. This particularly applies to people with intellectual disability (ID) whose functioning and living environment are associated with many specific risk factors. The review is to determine what difficulties and changes in the psychosocial functioning of people with ID have been brought about by the COVID-19 pandemic and what factors may be important in dealing with them. Twenty studies focused on the experiences of people with ID during the COVID-19 pandemic were analyzed. All of these were qualitative (n = 16) and mixed-method studies (n = 4). The COVID-19 pandemic has caused significant changes in the lives of people with ID, mainly in the organization of support and services. This has had important consequences for their psychosocial functioning. There has been a decrease in competencies and social integration, and an increase in difficult behaviors and mental problems. The challenges related to the COVID-19 pandemic have also resulted in positive changes: people with ID have developed technology skills and personality traits such as responsibility for themselves and others. People with ID have mastered safety habits to a varying degree. It is important to support them in the time of the COVID-19 pandemic, maintaining a balance between protecting them from risk and ensuring their autonomy.