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Discussions surrounding early years' theorist Piaget's philosophy of learning schema styles and their potential impact upon children with a diagnosis of Autism Spectrum Disorder will be highlighted within this position paper. Furthermore, this paper will also focus on the need for a Schematic Driven Pedagogy implementation to connect both additional learning needs and early years pedagogies by exploring relevant literature within this field. The conclusions drawn from the most current literature suggests that a specific schema curriculum implementation designed for individual schemas could potentially provide many benefits for autistic children. Potential benefits explored within this paper include improvement within some social skills through the exploration of play-based situations adapted to individual schemas.

There are a disproportionate number of teachers of colour (ToC) in Wales in comparison to pupils of colour. Teachers are less ethnically diverse than the pupils they are teaching with only 1.3% of teachers categorising themselves as being from a non-White background. This paper sets out findings from research investigating recruitment into Initial Teacher Education (ITE) and the career progression of ToC in Wales. Through a qualitative case study approach, employing participant voice, it gives participants a platform to articulate their experiences. Sixty-eight semi-structured interviews took place and participants were a mixture of 14+ learners and serving teachers/leaders, all from diverse backgrounds. As a multi-ethnic research team ourselves, we were aware of issues that participants faced within the Welsh school system, either as pupils or teachers, and were committed to carrying out the research, employing an empathetic lens. This was especially relevant as participants were relaying incidents of racism and racial trauma suffered, as well as sharing their achievements. This provided us with rich data, detailing lived experience and gave an insight into the unique experiences of teachers of colour, within a predominantly White school system in Wales and as a result, suggests what needs to change.

General music class is a space for students to engage in honest dialogue and reflection about the societal, cultural, and historical contexts of music, even when the subject matter is difficult. General music teachers can support students by opening "courageous conversations" about race, culture, and complex histories as they intersect with meaningful repertoire. The purpose of this article is to provide music educators with repertoire ideas and resources to assist in the process. Selections from Rhiannon Giddens' album "Freedom Highway" are explored as a point of entry for dialogue about race, culture, courage, and justice in the secondary general music classroom. Songs about the Civil War, the Civil Rights era, and the Black Lives Matter movement are linked to inquiry-based strategies and the national music standards.

Music educators often look for ways to deepen students' understanding and artistic interpretations of repertoire. One way to engage students in discovery and dialogue about the music they perform is through connecting to the historical, cultural, and societal implications of primary sources. This article delves into resources from the Library of Congress that enable us to tell richer stories about the people and circumstances behind familiar orchestral repertoire, including works by Chaminade, Copland, and Miranda. The recommended materials include primary and secondary sources from the Library of Congress digital archives, best practices for using these resources, inquiry-based strategies to engage students in critical thinking, and connections to the 2014 Music Standards.

The development of the National Institutes of Health (NIH) COVID-19 Treatment Guidelines began in March 2020 in response to a request from the White House Coronavirus Task Force. Within 4 days of the request, the NIH COVID-19 Treatment Guidelines Panel was established and the first meeting took place (virtually-as did subsequent meetings). The Panel comprises 57 individuals representing 6 governmental agencies, 11 professional societies, and 33 medical centers, plus 2 community members, who have worked together to create and frequently update the guidelines on the basis of evidence from the most recent clinical studies available. The initial version of the guidelines was completed within 2 weeks and posted online on 21 April 2020. Initially, sparse evidence was available to guide COVID-19 treatment recommendations. However, treatment data rapidly accrued based on results from clinical studies that used various study designs and evaluated different therapeutic agents and approaches. Data have continued to evolve at a rapid pace, leading to 24 revisions and updates of the guidelines in the first year. This process has provided important lessons for responding to an unprecedented public health emergency: Providers and stakeholders are eager to access credible, current treatment guidelines; governmental agencies, professional societies, and health care leaders can work together effectively and expeditiously; panelists from various disciplines, including biostatistics, are important for quickly developing well-informed recommendations; well-powered randomized clinical trials continue to provide the most compelling evidence to guide treatment recommendations; treatment recommendations need to be developed in a confidential setting free from external pressures; development of a user-friendly, web-based format for communicating with health care providers requires substantial administrative support; and frequent updates are necessary as clinical evidence rapidly emerges.

Aims: This study compares the incidence and risk-markers of student alcohol intoxication-related emergency department (ED) visits and alcohol-related incidents reported to student affairs. Methods: Enrollment data were linked to ED visits with alcohol intoxication and to alcohol-related incidents reported to campus authorities within one year following the first (index) annual enrollment. Incidence, annual trends and associated risk markers were analyzed. Results: The cohort consisted of 204,423 students aged 16-49. Incidence rates of first ED visit with alcohol intoxication and alcohol-related incidents were 59/10,000 and 311/10,000 person-years, respectively. Both outcomes shared common risk-markers including age, gender, race/ethnicity, fraternity and sorority (FSL) membership, an existing diagnosis of depression, etc. Being an athlete was associated with a lower risk of alcohol-related ED visits, and transfer students were at lower risk for alcohol-related incidents. Conclusion: Linking enrollment data with hazardous drinking events can help in better monitoring of student hazardous drinking and targeting interventions.

When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning with a focus on deconstructing racist structures in K-12 education. Using SEL competencies as the guide with race at the forefront, this article explores these dimensions while offering practical strategies to implement in schools.

This case study reports on an arts-based project called "Tree-Mappa," one that sought to engage primary-school children in learning about their local environment through significant trees. Pedagogical approaches featured the use of arts-based strategies as the means for activating cognitive and affective responses and learning. The frame for analysis was that of student engagement and learning, recognising that for students to be mobilised to care about and act for the environment requires both knowledge but also emotional commitment and the means for expression and communication. Findings drawn from student reflective responses and focus group interviews identified various triggers for student engagement. These included excursions and outdoor activities framed by arts-based processes. The study signals the value of ongoing research and practice to verify the potential of different arts-based strategies for engagement, commitment, and meaningful learning about the environment.