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The quality of romantic relationships is associated with mental health and wellbeing throughout the life course. A number of programmes have been developed to support young people in navigating healthy relationships, and a larger role for relationship education was recently formalised in statutory guidance in England. This study aimed to systematically review the evidence base for relationship education programmes. Evaluations of relationship education programmes for young people, including charting of outcome domains and measures, were reviewed, followed by a focussed synthesis of data from studies that included outcome domains of relevance to healthy relationships. Thirty-six studies of seven programmes were found that focussed on one or more outcomes relating to healthy relationship skills, knowledge and attitudes, none of which were assessed as high quality. All evaluated programmes were developed in the US, and only one evaluation was conducted in the UK. The evaluations had a diverse set of outcome domains and outcome measures, few had longitudinal measures. No evidence was found for young people's involvement in programme or evaluation development. High-quality longitudinal evaluations and a core set of validated outcome measures are needed. This research also highlights the need to co-create programmes with young people, teachers and relationship experts that are feasible, acceptable and integrated into a mental health-informed curriculum.

Background: Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools. Methods: In this secondary analysis of qualitative data, we used Thematic Analysis to analyse information relating to experiences of education from 64 young people with ADHD and 28 parents who participated in the Children and adolescents with ADHD in Transition between Children's services and adult Services (CATCh-uS) study. Emerging patterns within and across codes led to organization of the data into themes and subthemes through an iterative process. Results: Two main themes were generated. The first described young people's early experiences of education, often within a mainstream setting; we labelled this "the problematic provision loop," as this was a negative cycle that was repeated several times for some participants. The second theme described young people's more positive progression through education once they progressed out of the problematic loop. Conclusions: Educational experiences for young people with ADHD are often negative and fraught with complication. Young people with ADHD often found themselves on a more positive trajectory after they were placed in an alternative form of education provision (mainstream or otherwise), or where they were able to study topics that interest them and play to their strengths. We make recommendations that commissioners, local authorities and schools could consider in order to better support those with ADHD.

Within political philosophy and particularly in the work of Chantal Mouffe and Hannah Arendt, "agonism" has been described as representing the notion of being able to challenge and dissent in a productive way. However, little is known about how agonism is used in the educational literature, other than some applications relevant to democratic education. This paper considers the use of agonism in the educational literature drawing on the findings of a systematic scoping review exploring how it has been used in the context of education. Five databases were searched for literature published using agonism within the context of education to map the existing body of work in a systematic fashion, and to explore how agonism has been differently conceptualised and utilised by researchers in the field of education. The findings suggest that there have been a range of attempts to apply agonistic principles in different educational sub-fields (including, citizenship education, early years education, initial teacher training, arts education and international education), and different interpretations of such principles into education based on different philosophical underpinnings (dissociative and associative approaches). As agonism is mostly explored in a theoretical way, we also discuss the potential of abstract theoretical agonistic principles from different philosophical traditions to be translated into meaningful practical applications for education in order to inform curriculum development, infuse democratic principles into classroom practice, and help to negotiate deep-running tensions amongst key stakeholders in education.

The study of disadvantages in education at all levels in Ireland is a well-researched field (Doyle and Keane 2019; Fleming and Harford 2021; Kellaghan 1995; Skerritt 2017; Tormey 2010). A variety of research approaches have been used by those involved in the endeavour to provide a range of valuable associated insights. We offer this paper at a time when other approaches yet again are called for as Ireland, like many other European countries, is hosting Ukranian children in schools as they seek to gain refuge from atrocities at home. In particular, we offer it as a response to an invitation to indicate how those insights can be enriched through the provision of expositions of a comparative nature so that Irish educationists can gain an international perspective on the national situation. Such expositions can be of various types, including those relating to the situation in other OECD nations. Expositions that provide stark contrasts are also helpful in that they can indicate where one's own circumstances are situated on a spectrum between those demonstrating extreme egalitarianism and those of extreme deprivation. This paper provides an exposition of the latter variety by detailing the results of a long-running research project orchestrated by the present authors on issues related to school leadership by school principals, deputy principals and local school-board members, in three such situations, namely, post-conflict contexts, extremely remote developing world contexts and disadvantaged post-communist societies.

There are practical questions about how inclusive schools can enable quality teaching and teachers' professional development that are relevant to students with special educational needs (SEN). In moves towards inclusive education, teachers are confronted with issues about their knowledge, skills and perceived efficacy to adopt inclusive teaching approaches. Based on an explicit approach to inclusive teaching, this paper illustrates how Lesson Study (LS) and Lesson Study related professional development practices embody the values of inclusive teaching and reflective practice. Peer-reviewed academic papers about LS and LS related practices were reviewed. This found that these practices were predominantly used in continuing professional development and evaluated with a focus on their contexts, processes and outcomes in ordinary and specialist settings. The extent to which LS and LS related practices have been evaluated in these settings with different kinds of SEN is also examined. Based on this review increased use and evaluation of lesson study and lesson study related practices are recommended.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult mental health services. However, only a small proportion successfully transition. As significant educational transitions are often happening at the same time, there is a need to consider how education and health service transitions may impact on one another. This paper presents findings from a large UK qualitative study involving 144 semi-structured interviews with young people who had ADHD, parents and health professionals. Two themes were identified which support the notion that education transition can impact health transition. Firstly, transition to adult health services typically requires continued prescription of ADHD medication, yet many young people stop taking their medication due to a belief that it is only needed for education-based learning. Secondly, if a young person is continuing education post-18, a lack of joined-up planning between education and health (outside of special schools) or consistent support in Higher/Further Education can leave young people with ADHD in limbo between health services and struggling within education. Given these findings, we recommend regarding multi-agency service statutory health care transition, educational staff training and ongoing oversight of child to adult health service and adult to adult health service transition effectiveness.

This paper's commentary is guided by Gramsci's distinction between, on one hand, the pessimism of the intellect and, on the other, optimism of the will. Accordingly, we seek initially to convey some of the intractable challenges that tend to be encountered by school leaders in the contemporary education context. In doing so, we argue that these leaders can no longer rely exclusively on codified knowledge, but require more flexible approaches to leadership engendering new ways of learning, dispositions and behaviours. In keeping with the optimism of the will, we then examine ways in which professional learning for school leaders may be enhanced to deal with the complexities identified. For this purpose, we describe a more personalised approach to school leaders' professional learning than has been customary, harnessing knowledge, dispositions, and performance deemed valuable for leadership in more complex circumstances. In particular, the importance of school leaders developing self-agency in their learning is emphasised. Contiguously, attention is devoted to ways in which metacognitive awareness may be acquired so that experiences present opportunities for learning. This agenda, we argue, encourages school leaders to take responsibility for, and ownership of, their own professional learning, undoubtedly an essential backdrop to the learning of others.