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Background: "Psychological literacy" is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are "unique" to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects (N= 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.

Autistic adults are at increased risk of both mental and physical health difficulties, and yet can face barriers to accessing healthcare. A meta-ethnographic approach was used to conduct a review of the existing literature regarding autistic adults' experiences of accessing healthcare. Four databases were systematically searched for qualitative and mixed-method studies reporting on the experiences of autistic adults without a co-occurring learning disability accessing adult healthcare services within the United Kingdom. Fifteen studies met the inclusion criteria, and seven steps were used to systematically extract the data and then generate novel themes. Three superordinate themes were identified: "Professionals' lack of knowledge can be damaging," "Need to reduce processing demands" and "Adaptation to improve engagement." This review highlights the wide-reaching damaging impact misdiagnosis, inadequate or inappropriate treatment, overwhelming environments and inaccessible systems can have on the well-being and ability of autistic adults to engage with treatment. The lack of autism knowledge and understanding experienced in interactions with healthcare professionals, along with autistic adult's own communication and sensory processing differences, demonstrates the need for widely delivered training co-produced with autistic adults alongside bespoke and person-centred adaptations.

Background: Programme changes due to the COVID-19 pandemic have impacted variably on preparation for practice of healthcare professional students. Explanations for such variability need exploration. The aim of our study was to understand what clinical learning, whilst under socially distanced restrictions, worked and why (or why not). Methods: We conducted a realist evaluation of the undergraduate healthcare programmes at one UK university in 2020-21. Initial programme theories to be tested in this study were derived from discussions with programme leads about the changes they implemented due to the pandemic. Study participants were students and teaching faculty. Online interview transcripts were coded, identifying why interventions had worked or not. This resulted in a set of 'context-mechanism-outcome' (CMO) statements about each intervention. The initial programme theories were refined as a result. Results and discussion: 29 students and 22 faculty members participated. 18 CMO configurations were identified relating to clinical skills learning and 25 relating to clinical placements. Clinical skills learning was successful whether in person, remote or hybrid if it followed the steps of: demonstration-explanation-mental rehearsal-attempt with feedback. Where it didn't work there was usually a lack of observation and corrective feedback. Placements were generally highly valued despite some deficiencies in student experience. Being useful on placements was felt to be good preparation for practice. If student numbers are to expand, findings about what works in distance learning of clinical skills and the value of various modes of induction to clinical workplace activity may also be relevant post-pandemic.

Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children's experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD.

The experiences of autistic parents when interacting with statutory services for their autistic children is not well understood. This study investigates the experiences of autistic parents' interactions with statutory services, including education and healthcare, in relation to their autistic children. Interpretative Phenomenological Analysis was used to investigate their experiences. Ten autistic mothers of autistic children in mainstream education completed semi-structured interviews, which were co-developed with autistic parents. Two superordinate themes were developed: (1) The wider system is the problem and (2) Feeling judged and stigmatised. While Theme 1 demonstrates some similarities in the experiences of autistic parents to that of non-autistic parents in previous studies, theme 2 is unique to autistic parents who may feel that they are being treated differently. These themes indicate the importance of training encouraging a strength-based rather than deficit-based understanding of autism. Participants highlighted the wider system is the problem rather than individual professionals, and that it places some families at a disadvantage.

Psychological literacy is a concept in psychology learning and teaching in Higher Education (HE) that considers how psychology students can intentionally apply psychological knowledge to personal, professional and societal goals. However, despite its prevalence among psychology Higher Education scholars and developers, it is unclear whether psychology students are aware of psychological literacy. In this mixed methods study, psychology undergraduates studying in the UK (N=117) were asked to rate the core eight competencies of psychological literacy, as outlined by the QAA (2019) subject benchmark statement. Overall, we found that students were mostly unaware of the term 'psychological literacy'. However, students did value the attributes that it includes. When asked to define the term, students typically referred to the capacity to understand subject-specific knowledge, with some students discussing the application of this knowledge to everyday life too. Implications for the development of psychological literacy as an emergent pedagogic practice are discussed.

We report an evaluation of a book gifting scheme (the Dolly Parton Imagination Library; DPIL) that targeted families from disadvantaged areas. We considered the impact that length of participation had on children's interest in literacy-related activities, the frequency of parent-child reading interactions, duration of reading, and whether the parents read with their child daily (N = 286). We also compared these families to a group of non-participating families from the same city (N = 197). We found that families registered with DPIL for a year or more reported higher frequencies of parent-child interactions when reading than the non-DPIL group, and were more likely to read with their children on a daily basis than those registered with DPIL for less than a year. We suggest that book gifting schemes need to be long-term to positively influence home literacy environments.

Gifted mathematicians often struggle to remain motivated when pursuing higher-level study, yet Further Education institutions rarely offer effective tailored support, prioritising lower-attaining learners. Having identified Vygotskian social learning as a potentially suitable theory for aiding motivational pedagogical-design, two gifted students attended four problem-solving sessions devised to trial five scaffolding techniques: modelling, collaboration, questioning, hints and independence. Semistructured diaries were developed to help them contribute detailed insights, seeking to better understand how the techniques influenced their ability to make progress with advanced mathematical problems, and hence to refine Vygotsky's theory of Zones of Proximal Development for this purpose. Both participants described similar tipping-points between motivation and frustration. My influence as a 'more knowledgeable other' both supported and hindered their navigation of this knife-edge depending on the situation and strategy utilised, leading to recommendations for effective scaffolding.

Purpose: An important facet of student's sense of belonging is students' relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus "green space", including parks, fields and gardens, may bolster students' sense of belonging, improve well-being feelings and promote place attachment. Design/methodology/approach: The authors surveyed students in different locations (including three green and one non-green campus spaces) across a large UK campus-based Northern institution. 146 students participated in the study in one of the four campus locations. The authors investigated how being in green spaces on campus may impact students' sense of belonging, well-being and place attachment. The authors also qualitatively explored students' perceptions of campus spaces through Ahn's (2017) 10 Words Question measure. Findings: Analyses demonstrate that students surveyed in green spaces reported significantly more positive sense of belonging, compared to students surveyed in non-green campus spaces. Campus location did not impact well-being, however. Students associated green spaces on campus with "calm", "positive emotion" and "nature" words and non-green spaces with "busy", "social" and "students". Practical implications: Taken together, the results of this paper suggest that access to green spaces can be important for campus sense of belonging. Thus, efforts should be made to ensure the sustainability of these important spaces across university campuses. Originality/value: This study crucially examines how occupying green spaces on university campuses may impact students' feelings of belongingness. To the best of the authors' knowledge, this is the first study that uses field-based methods to understand students' feelings whilst occupying green spaces.

Background: Health Education England (HEE) and the Royal College of Speech and Language Therapists (RCSLT) have identified the need to increase placement capacity. Speech and language therapy is a shortage profession in the UK, so services need to consider innovative placement models to increase their placement offers without increasing the time burden on speech and language therapists (SLTs). Aims: To increase capacity for pre-registration practice-based learning by using peer-assisted learning (PAL) in a group model of student placement to enable student-led service delivery which provides high standards of clinical care and student experience and is an efficient use of SLT time. Methods & Procedures: A paediatric speech and language therapy service hosted eight student speech and language therapists (SSLTs) for their final pre-registration placement. SSLTs completed pre- and post-placement confidence ratings for a range of clinical skills; SSLTs and SLTs rated how useful different types of support were, and education settings provided feedback about working with the SSLTs. The number of clinical sessions completed by the SSLTs and the percentage of outcomes achieved for children with speech, language and communication needs were calculated. SLTs completed time-trackers for placement-related activities. Outcomes & Results: The impact of the placements was assessed using a tri-vector methodology consisting of: self-reporting by the student (using an evaluation form), feedback from the placement sites (schools) and analysis of targets set for individual children. SSLTs reported increased confidence in all clinical areas in their post-placement evaluation form. SLTs reported increased confidence in SSLTs working independently and an increase in the perceived benefit to the service for having SSLTs in comparison with the time invested in supporting SSLTs. SSLTs and SLTs found all types of support provided during the placement useful. Schools reported high levels of satisfaction for working with SSLTs. SSLTs completed more clinical sessions than an SLT would have been able to in the time SLTs invested in placement-related activities. Children achieved 60% of the targets set by SSLTs. Conclusions & Implications: This placement model increased the capacity for SSLT placements by using PAL in a group model of student placement to enable student-led service delivery. The model provided high standards of clinical care and student experience and was an efficient use of SLT time. Wider use of this placement model would increase placement capacity and could also address vacancies in services.

Education, Health and Care Plans (EHCPs) were introduced in 2014 to improve provision for children and young people with special educational needs and disabilities (SEND). Some service users have found this change positive, but there is also dissatisfaction among service users with the EHCP process. This was captured in the recent Education Select Committee report, which took evidence from a range of stakeholders, representatives and service users examining the context, support and barriers associated with SEND (House of Commons, 2019). This review identifies and appraises research concerning service users' experience of the EHCP process, to establish key barriers to improving SEND provision. Papers evaluating the experience of children, young people, parents and professionals with EHCPs were included to assess levels of user satisfaction. A total of 25 studies were reviewed in-depth. Five key themes were revealed: lack of integration with health and social care; insufficient knowledge and understanding; involvement of children, young people and parents; increased expectations and demands for professionals; and need for greater parity and clarity. Most service users were dissatisfied with the process and expressed a need for greater funding and time spent disseminating knowledge of the EHCP process. This paper summarises key limitations of, and potential improvements to, the current EHCP process. Structural reform is required to ensure accountability of service failures. Further research is required focusing on the experience of additional professional groups, such as educational psychologists and social workers, whose experiences are under-represented.

Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support.

Attaining transferable skills is increasingly important for undergraduates and, while such skill development may be embedded within the curriculum, it is often not well recognised by students. This mixed methods study explores the use of skills badges as icons displayed on curriculum materials in several disciplines at two universities. The badges are designed to draw students' attention to skill development opportunities; an approach that is easily scalable in any discipline. Results indicated that more than half of students found the badges helpful and their recognition of the development of some skills increased. Other benefits included understanding the wider purpose of learning tasks, increased motivation and satisfaction and identification of examples for use in the job application process. The badges prompted some staff to communicate with students about skills and to re-evaluate their teaching approach to maximise skill development opportunities. Communication between staff and students is key to ensuring students understand the purpose of the badges and how to use them.

During the COVID-19 pandemic, people across the globe have been exposed to large amounts of statistical data. Previous studies have shown that individuals' mathematical understanding of health-related information affects their attitudes and behaviours. Here, we investigate the relation between: (1) basic numeracy; (2) COVID-19 health numeracy; and (3) COVID-19 health-related attitudes and behaviours. An online survey measuring these three variables was distributed in Canada, the United States (US) and the United Kingdom (UK) (n = 2032). In line with predictions, basic numeracy was positively related to COVID-19 health numeracy. However, predictions, neither basic numeracy nor COVID-19 health numeracy was related to COVID-19 health related attitudes and behaviours (e.g. follow experts' recommendations on social distancing, wearing masks etc.). Multi-group analysis was used to investigate mean differences and differences in the strength of the correlation across countries. Results indicate there were no between-country differences in the correlations between the main constructs but there were between-country differences in latent means. Overall, results suggest that while basic numeracy is related to one's understanding of data about COVID-19, better numeracy alone is not enough to influence a population's health-related attitudes about disease severity and to increase the likelihood of following public health advice.

This paper reports the co-creation of knowledge through a Practitioner Action Research Community of Practice of teachers and mid-level policy enactors which sought to engage the question of how to enhance Religious Education in primary schools serving socially disadvantaged children. Co-authors' professional values and assumptions are explored, and questions developed to carry out a needs assessment of primary teachers in contexts of social disadvantage; highlighting the advantages of effective school-community partnership, leading to a recognition of the importance of learning outside the classroom for enhancing children's experience of Religious Education. A model of successful learning outside the classroom was developed, centring on the importance of spaces for encountering the lived experience of religion, asking challenging questions, and sharing learning objectives. The benefits of this approach for children from disadvantaged backgrounds are explored. Feedback from teachers, children, places of worship and SACREs was fed into the reflective process to arrive at a series of opportunities, weaknesses and training needs for effective field visits and visiting speakers. The paper concludes by setting out a model for an online portal to enable schools and education officers from places of worship to connect effectively with one another to enhance primary Religious Education.

Across disciplines, skills associated with collaboration are now ubiquitously considered requisite graduate attributes. Despite decades of studies on the various dimensions of academic teamwork, challenges for both students and staff remain. For this year-long study at a UK school of architecture, we considered teamwork as a thread woven through the first-year curriculum, traversing course modules and project types. The primary aim of the study was to evaluate the collective impact of teamwork activities on the incoming cohort of 200+ undergraduate students and how the structuring and coordination of such activities might improve the holistic student experience. Across two rounds of online questionnaires and focus group sessions, student participants articulated the benefits of collaboration for learning, socialisation and professional development. However, resentment towards teamwork increased throughout the year, as frustration with disengaged cohort mates grew, and student sought greater structure and oversight from tutors. On the other hand, when given the chance to reflect on the multidimensional nature of teamwork in focus group discussions, many students adopted a productively nuanced perspective toward the topic. This implies that, whether students like or dislike certain aspect of collaborative projects, opportunities for critical conversation can promote or prompt an appreciation for the educational value of including teamwork projects in curricula. The results of this study should be relevant to educators seeking to improve the implementation and effectiveness of team-based learning, particularly those in design-based fields and those in higher and professional education contexts.

Much of the research into higher education and its role in work-based learning (WBL), and especially in supporting undergraduate students on placements, has focussed on longer term internships and sandwich courses. Research has also focussed on subject areas that have traditionally been associated with the above; for example, Business, Health, and Engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement, categorised as a 'short project' (Brennan & Little, 1996). Furthermore, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in Education Studies (not teacher education). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning (see Smith, Clegg, Lawrence, & Todd, 2007); the subject of Education Studies is not covered at all by previous research. This paper considers the different ways practitioners might blend learning and support university students' experiential and academic learning in this short project format. The results suggest that even a relatively short period of structured placement can be of significant benefit to students although for many respondents, face-to-face contact in the form of lectures and tutorials is still an important component of a blended approach to WBL.

Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first study in this paper used focus groups to identify, from psychology undergraduate and postgraduate students, potential interventions that could be used to reduce anxiety in an undergraduate sample. The second study implemented those interventions that were deemed valid and practical on a sample of 246 psychology first and second year undergraduates. The effectiveness of these interventions was mixed, but does suggest further avenues that tertiary educational institutions could take to reduce maths anxiety in their student body, in particular enhancing the use of real-life examples in quantitative methods teaching.

What is the future for school science and in particular for practical work? This article explores the question from four perspectives and seeks solutions for different age groups in the UK and beyond.

Cybermentoring refers to virtual peer support in which young people themselves are trained as cybermentors and interact with those needing help and advice (cybermentees) online. This article describes the training in, and implementation of, a cross-national cybermentoring scheme, Beatbullying Europe, developed in the United Kingdom. It involved train-the-trainer workshops for partners and life mentors in six European countries (Italy, Spain, Portugal, Romania, Poland and the Czech Republic) in 2013-2014, followed by training sessions for pupil cybermentors aged 11-16 years. Although BeatBullying went into liquidation in November 2014, the project was largely completed. We (1) report an evaluation of the training of the life mentors and mentors, via questionnaire survey; and (2) discuss findings about the implementation of the scheme and its potential at a cross-national level, via partner interviews during and at the end of the project. The training was found to be highly rated in all respects, and in all six countries involved. The overall consensus from the data available is that there was a positive impact for the schools and professionals involved; some challenges encountered are discussed. The BeatBullying Europe project, despite being unfinished, was promising, and a similar approach deserves further support and evaluation in the future.

Graduate employability is a key issue for higher education as new graduates face a highly competitive and rapidly changing employment sector. To maximise their likelihood of employment, graduates need to be able to demonstrate the skills and attributes most valued by employers. Employers, however, have long criticised the ability of graduates to contribute effectively to the workplace, especially due to a perceived lack of generic employability skills. This indicates a possible mismatch between the skills required by employers and those possessed by graduate applicants. This study addresses a gap in the scholarly literature regarding employability skills -- the perspectives of science academics at an Australian and UK university regarding the promotion of generic employability skills in the subjects they teach. More specifically, this article discusses academics' perspectives regarding: (a) which of the targeted generic skills were developed and assessed through their science units, and (b) the approaches used to promote the targeted skills and any associated challenges in employing those approaches. The discussion explores how shifting from traditional transmissive pedagogies to more problem-based approaches and embedding reflection into pedagogy and assessment practices would contribute to promoting the skills employers increasingly demand from science graduates.

Females often receive autism spectrum condition diagnoses later than males, leaving needs misunderstood. This study aimed to explore the lived experiences of female adults diagnosed with an autism spectrum condition in middle to late adulthood. Eleven autistic females diagnosed over the age of 40 years completed semi-structured interviews, analysed using Interpretative Phenomenological Analysis. Four superordinate themes emerged: "A hidden condition" (pretending to be normal and fitting in; mental health and mislabelling), "The process of acceptance" (initial reactions and search for understanding; re-living life through a new lens), "The impact of others post-diagnosis" (initial reactions; stereotyped assumptions), and "A new identity on the autism spectrum" (negotiating relationships, connections and community; changing well-being and views of the self; the meaning of diagnosis). Findings highlight several factors not previously identified that affect late diagnosis in females, including widespread limited understandings of others. Diagnosis was experienced by several participants as facilitating transition from being self-critical to self-compassionate, coupled with an increased sense of agency. Participants experienced a change in identity that enabled greater acceptance and understanding of the self. However, this was painful to adjust to at such a late stage.

A large and growing population of students with autism is increasingly pursuing higher education. Yet, the field has a remarkably small literature base from which to glean actionable insights that might enhance postsecondary success for this population. The examination of 13,000 items published in sixteen journals over a sixteen-year period revealed only 21 articles on the topic; none were published in mainstream higher education journals. The explication of this literature maps the contours of the emerging body of literature on college students with autism, uncovers problematic patterns within that literature, identifies important questions that remain unanswered, and provides explicit guidance for future research on the topic.

Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. Samples: We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students. Methods: Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. Results: Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component. Conclusions: Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.

Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and this paper shares insight into an example of such innovation for Business School Education. Gateway MBA draws on examples of open learning worldwide to create a MOOC to extend the MBA distance learning programme for Northampton Business School. The Gateway MOOC offers open online access to MBA education to develop recruitment to the MBA internationally and to raise the profile of the university. While there are risks in this strategy, the Gateway project team see potential to introduce and market the MBA to a global audience through open online learning, raising the university brand profile and expanding the eLearning horizons of those involved in the project and beyond.This paper will consider recurring themes in the literature in the context of the design and delivery of the Gateway MBA. It is clear that reconciling MOOC values and aims with educational quality and learner satisfaction standards is problematic so this paper considers how we develop and embed innovations in the areas of technology and academic cultural practices in order to meet this challenge. Finally we will consider the issues and challenges in the use of the Carpe Diem (Salmon et al, 2013) as a model for the design and delivery of a MOOC and will offer further considerations for sustainability.

Background: The mental health of students in UK higher education (HE) is receiving increased attention, and support services for students are under increased pressure. Aims: Drawing on ecological systems theory (EST), this study sought to explore possible contextual influences, over time, on student distress within HE. Method and Samples: We conducted a two-stage Delphi study, first asking UK professionals (n = 236) from primary, secondary, further education, and HE to provide possible reasons for increases in student distress. The material was reduced to 58 representative statements across all sectors with a further 10 specific to HE. In stage 2, 89 participants rated each statement in terms of whether it: (1) takes place and (2) contributes to distress. Results: The results suggest multiple contextual influences potentially contributing to student distress. They can be summarized using the words: cuts, competition, and comparison. Education professionals in our sample reported that, upstream from HE, pressures on schools and colleges have led to a narrowing of curricula, with a more singular focus on assessment. Reduced teaching teams and pressurized staff unintentionally embed an assessment focus within students who unhelpfully compare themselves with peers while also struggling with wider societal cuts, austerity, and political uncertainty. Conclusions: The discussion draws on the peer-reviewed literature and relevant reports, discussing them in the context of EST, finding considerable support for these influences. The potential importance of adopting a contextual approach and incorporating this knowledge into the way we understand and tackle students' distress and their preparedness for HE is discussed.

Objectives: To understand the views of qualified medical practitioners regarding "reasonable adjustments" and the quality of the care and treatment provided to adults with intellectual disabilities when admitted to acute hospitals as inpatients. Methods: Semi-structured interviews took place with 14 medical practitioners, seven from each of two acute hospitals, with a thematic analysis of the resulting data. Results: All 14 medical practitioners reported problems in the diagnosis and treatment of patients with intellectual disabilities. Most participants attributed these difficulties to communication problems and/or behaviours that, in the context of a hospital ward, were non-conforming. However, a minority reported that, because they were likely to have multiple comorbid health conditions, patients with intellectual disabilities were more complex. In addition, half of all these respondents reported making little use of "reasonable adjustments" introduced to improve the quality of the care received by this group of patients. Conclusions: Medical practitioners should make better use of the "reasonable adjustments" introduced in the UK to address inequities in care and treatment received by patients with intellectual disabilities. However, training should also focus on the biomedical complexities often presented by these men and women.

To date, research on student engagement in a flipped learning approach has almost entirely focused on students' emotional engagement. This study further explores students' engagement through the additional constructs of behavioral and cognitive engagement in a UK pre-service teacher education context. Data were gathered from learning analytics, focus group interviews and tutor diaries. Results revealed that whilst students held positive attitudes towards the in-class activities, their behavioral and cognitive engagement was evidenced by a variety of strategic uses of the online learning resources and a limited awareness of the constructivist principles on which a flipped learning approach is based. The study supports the need for a systematic induction period and explicit discussions on the learning principles of flipped learning.

This paper is a reflective and critical review of research relating to widening participation (WP) in higher education (HE). The motivation for undertaking this was the twentieth anniversary of the Dearing Report "Higher Education in the Learning Society" (1997); a document that ignited a wide range of WP activity and policy. Dearing's report was published in the United Kingdom and represents one of the most significant reviews of higher education in this country since the Robbins' Report of 1963. His vision for HE included a "compact" between local and regional communities and their universities, and emphasised WP and greater student diversity. I draw on my own research in WP since Dearing, compare with other research projects, and compare with my experiences as a practitioner and researcher in various contexts, including most recently in a post-1992 university known for being a WP institution. This paper identifies several core themes that emerged from WP activities over the last 20 years and leads to the development of an added dimension in WP research. It calls for more consideration of the complex and heterogeneous identities of WP students today. It then returns to some of Dearing's original themes and considers how WP is situated in the current neoliberal climate affecting HE; it presents a set of ideas for discussion with respect to the future of WP research.

How students behave and learn in the teaching laboratory is a topic of great interest in chemical education, partly in order to justify the great expense of teaching laboratories. Much effort has been put into investigating how students think, feel and physically act in these unique learning environments. One such attempt was made through the generation and utilisation of the Meaningful Learning in the Laboratory Instrument (MLLI). This 30 question survey utilised Novak's theory of Meaningful Learning to investigate the affective, cognitive and psychomotor domains of the student learning experience. To date, this survey has been used to great effect to measure how students' perception of their own feelings and actions will change over the course of a semester. This study reports the use of a modified MLLI survey to probe how the expectations of students change over their undergraduate degree. To increase the generalisability of the outcomes of the study data was gathered from four universities from Australia (Monash University, the University of New South Wales and the University of Sydney) and the UK (the University of Warwick). Students were found to start their university careers with very positive expectations of their teaching laboratory experiences. Their outlook became somewhat more negative each year that they were enrolled in the program. A further modified MLLI survey was presented to teaching associates and academic staff. Teaching staff were shown to have far more negative expectations of the students' feelings and actions, with academic staff more likely to believe that students do not undertake many items of positive meaningful learning. Overall, this study highlights the large gap between the expectations of teaching staff and students which, if left unaddressed, will likely continue to cause great frustration for both teaching staff and students.

Previous research has demonstrated several benefits of work placements, including improved academic attainment and employability prospects. However, it may be important to recognise that there is a self-selection of placement students. There may be characteristics which make students more likely to choose to take a placement, and also make students more likely to gain higher grades and employment. The current study explored the characteristics and attributes of students who consider taking a placement year, focussing on personality and autonomy. One hundred and fifty-nine psychology students completed measures of personality and autonomy, and answered questions regarding their intentions about taking a placement year. The study revealed that students who consider taking a placement are more conscientious and more autonomous than students who do not consider taking a placement. These findings have important implications for research examining the benefits of placements, and also for practices for advertising and promoting placement years.

Inclusive education of students with disabilities in general education contexts has been a global movement for at least 30 years. We completed a systematic review of articles published in English- and Spanish-language peer-reviewed journals to obtain an international perspective on the status of inclusive education research and practice regarding students with disabilities, as reflected in the literature from 2002 through 2016. Our literature search, which involved two parallel searches to compare and contrast articles published in the English and Spanish professional literature, yielded 2380 articles which were categorised into seven categories: theory, descriptive, attitudinal, literature review, intervention, and non-inclusive. For both the English and Spanish literature, the most two common article types were theory and descriptive. The number of intervention articles, with findings on the efficacy of interventions to promote inclusive practices, was drastically lower in the Spanish literature. Implications for advancing future research and practice are discussed.

This article draws on findings from the first cross-national study of school exclusions in the four jurisdictions of the UK. It sketches factors associated with the past research with reductions in exclusions. It then reports interview data gathered in England in 2018 from five specialist officers working in two Local Authorities and a senior officer working for a national voluntary organisation. The officers describe good practice but also national, local and school level developments contributing to a deteriorating situation. These developments include unhelpful government guidance and regulations; school accountability frameworks affecting curriculum and leading to the neglect of Special Educational Needs; loss of Local Authority powers and funding resulting in reductions in support services. Data gathered for this study in other UK jurisdictions suggests that in Scotland and Northern Ireland, and to a lesser extent in Wales, a practice that avoids school exclusions has persisted more than in England.

The aims of teaching laboratories is an important and ever-evolving topic of discussion amongst teaching staff at teaching institutions. It is often assumed that both teaching staff and students are implicitly aware of these aims, although this is rarely tested or measured. This assumption can lead to mismatched beliefs between students and teaching staff and, if not corrected for, could lead to negative learning gains for students and become a source of frustration for teaching staff. In order to measure and identify this gap in a manner that could be readily generalised to other institutions, a single open question--'What do you think the aims of doing a practical chemistry course are?'--was distributed to students and teaching staff at two Australian universities and one UK university. Qualitative analysis of the responses revealed that students and teaching staff held relatively narrow views of teaching laboratories, particularly focusing on aims more in line with expository experiences (e.g. development of practical skills or enhances understanding of theory). Whilst some differences were noted between students at the three institutions, the large amount of similarities in their responses indicated a fairly common perception of laboratory aims. Of the three groups, academics actually held the narrowest view of teaching laboratories, typically neglecting the preparation of students for the workforce or the simple increase in laboratory experience the students could gain. This study highlights gaps between the perceptions of students and teaching staff with regards to laboratory aims alongside revealing that all three groups held relatively simplified views of teaching laboratories.

The changes taking place within the Sheffield service from 1970 onwards, away from child guidance towards a broadly based application of psychology within the whole education department, not just schools, raised questions about training psychologists to take up this new role. Since the publication of the Summerfield report in 1968 (DES, 1968), there was pressure to increase initial training places by opening up new courses rather than simply expand places on existing courses. Sheffield University had an excellent Department of Psychology as well as a strong School of Education. David Loxley was a graduate from the Psychology department in Sheffield University, and was keen to support the development of such a course. The first course tutor to be appointed to the course was David Thompson, already working as a Senior Educational Psychologist (EP) in Sheffield. Later associate tutors working part-time in the Sheffield Service and part-time on the Sheffield University training course cemented the close relationship, and had a profound influence on the course structure and content. By the 1990s pressures for structured continuing professional development (CPD) for serving psychologists was growing, both through the requirements of the British Psychological Society (BPS) for chartered psychologists and through the rapid changes in education (national curriculum and its associated assessment procedures, introduction of the Code of Practice for SEN). The tutors on the Sheffield MSc course saw opportunities to develop a taught doctorate to meet these needs, with the first students accepted onto this new doctorate programme in 1996 The experience of developing and teaching this new programme was valuable when initial training for EPs moved to a three-year doctoral course. David Thompson remained as course tutor from 1974 until his retirement in 2007. He reflects on his long experience in the field of initial training and continuing professional development in the field of EP training in the following chapter.

In 2016, the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy brought together several academics from across the four jurisdictions of the UK already engaged in work on poverty, education and schooling. The aim of this BERA Commission was to build a network of research-active practitioners across the UK and, internationally, to engage in knowledge building about poverty and multiple factors of deprivation as these find expression in education and schooling. The Commission also aimed to facilitate counter discourses to be voiced and articulated in contrast to the dominant pathologising discourses of poor people and their education. The Commission therefore addressed the question: what can research tell us about the ways that different devolved policy contexts impact on the learning and well-being of young people living in poverty? This article describes the methodology used by the Commission to bring together researchers, policymakers, practitioners and children and young people to learn about the price of poverty in education and to reflect on the implications for policy. In so doing, the article addresses some challenges, opportunities and outcomes in terms of knowledge production, as well as implications for critical scholarship, with a focus on poverty and education.

Research in higher education has revealed that only a small proportion of students complete assigned reading during semester. The current studies examined students' reading practices, and sought to explore potential factors underlying these practices. Three studies were conducted. Study 1 utilised a questionnaire to examine how long students spend reading academic material. Students reported spending an average of 14.1 hours per week reading a range of sources, including textbooks and journal articles for both guided and independent reading. The number of hours spent reading was lower than university expectations. Study 2 involved conducting focus groups to explore potential factors underlying students' reading practices. Six main themes emerged in the data; Expectations, Perceived benefits, Course structure, Lack of time, Practicalities, and Confidence. Study 3 further examined students' perceptions of a lack of time and a lack of confidence with reading using a diary exercise and a further questionnaire. The diary exercise revealed that students spent an average of 6.5 hours per day engaged in academic activities. In addition, students were generally confident with reading, although more so with reading textbooks than journal articles. The findings are discussed in terms of implications for staff teaching in higher education.

Debates about the future of UK language learning in the context of Brexit intensified as soon as the referendum outcome was announced. This politicization of language learning, evidenced recently also in the United States and France, falls upon an already difficult context of the United Kingdom in a 'language learning crisis,' and an increasing social segregation between those who learn languages, and those who do not. In the Brexit-induced politicization of language learning, some suggest that the United Kingdom's unwillingness to learn languages is indexical of Europhobia, while others contend that the 'global English' phenomenon is the root cause. We examine the evidence for these rationales. Our data analysis uses van Dijk's methods of macrostructure Critical Discourse Analysis, to examine 33 publicly available texts on the topic of Brexit and language learning in the UK that appeared in the immediate aftermath of the referendum (June-November 2016). The analysis reveals how different stakeholders frame language learning as a habitus associated with social markers, and thus either reinforce patterns of the social divide in language learning, or challenge these. The conclusion proposes avenues of politicizing language learning that might foster rather than hinder uptake in those currently disengaged from language learning.

Background: Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods: The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results: We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term "Language Disorder" is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, "Developmental Language Disorder" (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions: This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. [This paper was also written by members of the CATALISE-2 Consortium.]

This study investigated undergraduate chemistry students' career aspirations and how these vary from one educational system to another in different geographic regions. The participants of this study were undergraduate chemistry students from various institutions located in Australia, New Zealand and the UK. The study took place in the form of an international cross-sectional survey. Findings of this study show that undergraduate students choose to study chemistry predominantly because they are interested in it or because they like it. This study also found that, whereas undergraduate students mainly have plans of pursuing a career that uses chemistry, they seem to be aware that a chemistry course can lead to many career options and as such only a few have chosen to study it as a route to a specific career. The findings of this study may be important in informing policies to attract and retain students in chemistry courses.

Much of the research into higher education and its role in work-based learning, and especially in supporting undergraduate students on placements, has focused on longer-term internships and sandwich courses. Research has also concentrated on subject areas that have traditionally been associated with the above, for example business, health and engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement categorised as a "short project." In addition, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in education studies (not teacher training). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning; the subject area of education studies is not covered by previous research. The results suggest that even a relatively short period of structured placement can be of significant benefit to students and provide them with an opportunity to assess their career direction and gain valuable experience. The article also considers to what extent this type of placement can be applied to other subject areas within higher education.

This study aimed to develop a self-report measure of pluralistic thought and practice. Following pilot development, a 23-item inventory was placed on an online survey site, and 474 participants satisfactorily completed the measure. Respondents were trainee or qualified therapists, predominantly female, based in the UK, and of a humanistic or integrative/eclectic orientation. A principal components analysis resulted in two scales, Pluralistic Philosophy and Pluralistic Practice, which had good internal consistency (Cronbach's a = 0.72 and 0.80, respectively). Confirmatory factor analysis showed good model fit for this two factor solution. The Therapy Pluralism Inventory (TPI) has potential for use in training and research, although additional validity and normative data are needed.

The fiercely competitive HE market has led HEIs to invest significant resources in building a distinct identity. An HEI's location forms an inherent part of its identity and the uniqueness of location offers an opportunity to differentiate. However there has been limited examination of how location is used by HEIs and little consideration of how location can provide an effective means of differentiation. Through the lens of place marketing, this exploratory paper provides insight into the way HEIs portray location and discusses whether location can offer a source of differentiation.Using a content analysis of prospectuses and interviews with marketing decision makers, this paper contributes a deeper understanding of the way in which a place brand is constructed by a stakeholder. The study reveals that HEIs portray a location to simultaneously excite and reassure the student which ultimately leads to the commodification of location. As such, differentiation is not possible.