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Sexuality and relationship education (SRE) for trans young people is fraught with ongoing institutional and informational erasure, even as trans young people display considerable agency in navigating their SRE needs. This paper reports on a survey of 112 Australian trans young people, who shared their experiences of SRE (in terms of delivery and content), and their views on three story completion tasks where they were asked to respond to prompts about three fictional stories focused on trans young people (and for some their cisgender partners) and intimacy. Participants reported that SRE was delivered in class and focused on puberty and anatomy, although many participants accessed SRE information informally. Participants overwhelmingly reported the erasure of trans-specific SRE content and suggested that SRE content should include a trans focus. Responses to the story completion task emphasised the agency of the fictional trans young people in asserting their boundaries, deserving respect, being knowledgeable about their bodies and ensuring their safety. Fictional cisgender young people in the story completion tasks were expected to be respectful, and to be guided by trans people (but also to educate themselves). The paper concludes with recommendations for harnessing trans young people's agency in the context of SRE.

Definitions of adulthood for people with intellectual disability are often complicated, with milestones being markedly different for this population. This is then associated with difficulties for both the people with intellectual disability and their parents, who are closely involved in this transitional period. This paper aims to report on parents' perception and experience of adulthood for their son or daughter with an Intellectual Disability (ID). Qualitative data were collected through 30-60-minute phone interviews with eight parents of a person with an intellectual disability aged 15 or older (mean parent age = 60; mean child age = 23). Thematic analysis found that Perception of Adulthood encompassed themes of Independence and Normality. Experiences of Adulthood were categorised under Government Services, Responsibility and Social Supports. Findings of this research provide information for the growing literature around adulthood for people with intellectual disability, as well as how to amend policies and procedures for services that cater to people with intellectual disability and their parents during this transition.

Menstrual management is recognized as a critical issue for young people internationally. Relatively little published research explores issues pertaining to menstruation in school education. This paper is based on the results of an Australian survey of 5007 young women aged 13-25, which examined their experiences of menstruation and dysmenorrhea. It focuses specifically on participant qualitative responses to the question, "What do you think schools could do to better support girls during their period?" Six key themes were identified across responses. These related to sanitation; pain management; removing stigma; adequate breaks; and being considerate. The findings reported herein highlight some of the challenges menstruating young people encounter at school and give voice to their needs; these have important implications for school improvement in this area.

Compelling international evidence illustrates the potential of reading for pleasure for enhancing student reading achievement along with other learning and wellbeing outcomes. Yet profound challenges exist for nations seeking to encompass attention to students' volitional reading. In this paper we critically review the growing research evidence in this area by drawing systematically on cognitive psychological studies of reading attainment and motivation, educational studies of classroom practice, and the work of literary scholars and medical professionals. We consider and critique the methodologies deployed and read between the lines, exposing contradictions and complexities across this interdisciplinary field before considering the demands of operationalising this agenda in education. Through a dual focus on England and Australia, where, exemplifying international trends, young people's voluntary reading continues to decline, we examine difficulties and dilemmas which play out in policy and practice contexts. Our points of commonality and comparison surface key issues for consideration in countries working to reconcile the push and pull of performativity and reading for pleasure agendas in order to nurture children's volitional reading. To conclude, we examine ways forward for research, policy and practice which deserve increased global attention, and offer future-focused recommendations to advance this significant social justice agenda.

Physical activity (PA) during childhood and adolescence is important for the accrual of maximal peak bone mass. The precise dose that benefits bone remains unclear as methods commonly used to analyze PA data are unsuitable for measuring bone‐relevant PA. Using improved accelerometry methods, this study identified the amount and intensity of PA most strongly associated with bone outcomes in 11–12‐year‐olds. Participants (n = 770; 382 boys) underwent tibial peripheral quantitative computed tomography to assess trabecular and cortical density, endosteal and periosteal circumference and polar stress‐strain index. Seven‐day wrist‐worn raw acceleration data averaged over 1‐s epochs was used to estimate time accumulated above incremental PA intensities (50 milli‐gravitational unit (mg) increments from 200 to 3000 mg). Associations between time spent above each 50 mg increment and bone outcomes were assessed using multiple linear regression, adjusted for age, sex, height, weight, maturity, socioeconomic position, muscle cross‐sectional area and PA below the intensity of interest. There was a gradual increase in mean R2 change across all bone‐related outcomes as the intensity increased in 50 mg increments from >200 to >700 mg. All outcomes became significant at >700 mg (R2 change = 0.6%–1.3% and p = 0.001–0.02). Any further increases in intensity led to a reduction in mean R2 change and associations became non‐significant for all outcomes >1500 mg. Using more appropriate accelerometry methods (1‐s epochs; no a priori application of traditional cut‐points) enabled us to identify that ∼10 min/day of PA >700 mg (equivalent to running ∼10 km/h) was positively associated with pQCT‐derived measures of bone density, geometry and strength in 11–12‐year‐olds. Highlights: Accelerometry methods that are commonly used to assess free‐living, bone‐relevant physical activity (PA) are not well suited to measuring bone‐specific characteristics of PA (short bursts of high‐impact activity).Processing raw acceleration data using much shorter epochs (1‐s) and using incremental 50 mg intensity thresholds (rather than traditional, broad intensity thresholds) enabled a bone‐specific, beneficial intensity to be identified.The methods outlined provide a means for more precisely assessing free‐living bone‐relevant PA and permit the transparent and reproducible analysis of raw accelerometry data, which will enhance our ability to quantify dose‐response associations in the future. [ABSTRACT FROM AUTHOR]

First-generation Indian Australians may encounter challenges in adapting to the new country while trying to retain values from their homeland. The difficulties in their adjustment could potentially impact second-generation Australians raised in the country by immigrant parents, particularly regarding the reconciliation of differing value systems at home and within the broader society. This research explores the understudied area of coping and relationships among second-generation Indian-Australian teenagers. It is known that resilience plays a crucial role in mental health. Additionally, feelings of Alienation or detachment from oneself, others, or society can significantly contribute to mental health issues. Similarly, Positive Attachment to parents and significant adults is widely recognized as a facilitator of good psychological well-being among children and adolescents and Egocentrism is one of the crucial psychological factors in the development of Adolescents. This study aims to explore the connection between Positive Attachment, Alienation, Resilience and egocentrism among secondgeneration Indian-Australian teenagers. Total 180 adolescents of both Genders (Male N= 107, Female N= 73), participated in the study. 'Resiliency Scales for Children and Adolescents (RSCA) by Prince-Embury (2006)' and 'Bell Relationship Inventory for Adolescents by Bell, PhD. (BRIA) 2005' were the tools used. Pearson Correlation indicated that Resilience and Positive attachment are positively correlated. and there was a negative correlation between Resilience and Alienation. Resilience and Egocentrism were also negatively correlated. In terms of Gender difference there was no gender difference found on any of these variables. [ABSTRACT FROM AUTHOR]