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As Twitter's (or X's) influence permeates aspects of education, researchers must consider how to ethically and effectively leverage the unique types of data that this social media platform offers. This paper provides recommended methodological practice considerations for working with qualitative Twitter data toward the advancement of education research. To inform our methodological protocol, we draw from a larger study that investigated disability disclosure during graduate school on Twitter. We use examples from our study to highlight similar protocol considerations that future researchers might take when working with qualitative Twitter data, including use of the website's advanced search feature and use of multifaceted analysis approaches for capturing this data's often unique complexity. We further provide ethical considerations for conducting social media research in education. Finally, we discuss the utility of the practices described in this article for moving education research forward via qualitative Twitter data. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestThe scarcity of literature in the field of chronically-ill college student development makes it difficult to determine what factors may contribute to greater levels of wellbeing for this unique group of students. Among other groups of marginalized college students, campus counterspaces have been explored and, in many cases, successfully implemented as part of university efforts to foster student wellbeing. Drawing from literature on campus counterspaces and a series of interviews with chronically-ill college students, this paper explores potential uses of campus counterspaces as a means for facilitating wellbeing among chronically-ill college students. We consider potential advantages and disadvantages when determining whether counterspaces may be useful in various higher education contexts and provide recommendations for implementation at individual institutions.This article considers potential advantages and disadvantages of using campus identity-based student advocacy groups in institutional efforts to support the development of chronically-ill college students’ wellbeing.No studies to date have considered how institutions might facilitate the development of wellbeing among chronically-ill students.We introduced the idea of identity-based student advocacy groups to chronically-ill college students and asked about their opinions of these groups, including whether they would be interested in joining and their justification for their answers.Students’ expressed insights, alongside our review of the literature on identity-based student advocacy groups, suggest that there are several potential advantages and disadvantages to consider when developing and implementing these types of groups for chronically-ill students in higher education.This article considers potential advantages and disadvantages of using campus identity-based student advocacy groups in institutional efforts to support the development of chronically-ill college students’ wellbeing.No studies to date have considered how institutions might facilitate the development of wellbeing among chronically-ill students.We introduced the idea of identity-based student advocacy groups to chronically-ill college students and asked about their opinions of these groups, including whether they would be interested in joining and their justification for their answers.Students’ expressed insights, alongside our review of the literature on identity-based student advocacy groups, suggest that there are several potential advantages and disadvantages to consider when developing and implementing these types of groups for chronically-ill students in higher education. [ABSTRACT FROM AUTHOR]

DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies – with which papers – are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in several domains. We also highlight how students experience the movement from entitlement to eligibility in schools, and discuss complications surrounding documentation of disability for disclosure and language. In light of our findings, we suggest implications for research and practice. [ABSTRACT FROM AUTHOR]