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Research within the context of inclusive education is strongly focused on the investigation of students' special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students' SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students' social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.

Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand "all" students' perceptions about being included in regular classrooms. Therefore, the study examined secondary school students' perceptions about the use of inclusive teaching practices by their different subject teachers. The main objective was to report on the psychometric properties of a newly developed questionnaire measuring students' perceptions about their teachers' use of inclusive teaching practices. A total of 665 secondary grade students rated the use of inclusive teaching practices for their two main subject teachers (German, Maths or English). The study found that the 14-item scale had high reliability ([alpha] = ranging 0.81 for German to 0.87 for English teachers) and consisted of two factors ('Personalisation' and 'Differentiation'). According to the students' perceptions, all subject teachers used some inclusive practices but they were not highly inclusive. A comparison showed that Maths teachers were more inclusive compared to their German counterpart. Implications for school educators and researchers are discussed.

Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students' perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales ('students' possibilities to study and concentrating on teaching', 'disruptive behaviour', 'physical and psychological safety' and 'caring for the physical environment'). Results show significant differences in students' perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of 'physical and psychological safety'. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.

Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.

Over the last decades, teachers' self-efficacy beliefs have been widely investigated and defined as an overall construct. Recent studies indicate, however, that teachers' self-efficacy (TSE) beliefs vary depending on the individual student (so-called 'student-specific teacher self-efficacy', S-S TSE). Students' gender, their language background, their special educational needs (SEN) status or behaviour problems affect S-S TSE. This study analyses the S-S TSE of Maths, German and English teachers towards 507 secondary grade students from Germany. Results revealed that S-S TSE is higher on behaviour management than on instructional strategies, student engagement and emotional support. The overlap between the S-S TSE ratings of two teachers with different subjects towards the same student was rather moderate. Further findings show a high variance of S-S TSE on student-level which can be mainly explained by students' behavioural issues. Therefore, future research and practice should take individual students' characteristics into account when addressing TSE.

Animal models are crucial to preclinical oncological research and drug development. Animal experiments must be performed in accordance with the 3R principles of replacement and reduction, if possible, and refinement where these procedures remain crucial. In addition, European Union legislations demand a continuous refinement approach, as well as pro- and retrospective severity assessment. In this study, an objective databased severity assessment was performed in murine models for pancreatic cancer induced by orthotopic, subcutaneous, or intravenous injection of Panc02 cells. Parameters such as body weight change, distress score, perianal temperature, mouse grimace scale, burrowing, nesting behavior, and the concentration of corticosterone in plasma and its metabolites in feces were monitored during tumor progression. The most important parameters were combined into a score and mapped against a reference data set by the Relative Severity Assessment procedure (RELSA) to obtain the maximum achieved severity for each animal (RELSAmax). This scoring revealed a significantly higher RELSAmax for the orthotopic model than for the subcutaneous and intravenous models. However, compared to animal models such as pancreatitis and bile duct ligation, the pancreatic cancer models are shown to be less severe. Data-based animal welfare assessment proved to be a valuable tool for comparing the severity of differently induced cancer models. [ABSTRACT FROM AUTHOR]

Aims/BackgroundDesign/MethodsResultsConclusionIn recent years, there has been an increased interested in the contribution of fathers to childbirth. In the present paper we explore whether the father’s birth-related mindset (being either more natural or more medical) can predict the mother’s labour and birth outcomes and whether the father’s experience and evaluation of the birth can predict his psychological well-being after the birth.We conducted a longitudinal study (N = 304 expecting fathers) spanning the first trimester of pregnancy up to six months after birth.The study results could be integrated into a Single Indicator Model. They indicated that a father’s more natural birth-related mindset predicted low-intervention birth for the mother. A low-intervention birth led to a more positive birth experience for the father, and in turn to better postpartum adjustment, fewer symptoms of postpartum paternal depression eight weeks after birth, and more secure bonding to the infant six months after birthThe study results indicate that fathers do not take a merely passive role in childbirth. On the contrary, analogous to pregnant mothers, fathers’ views about childbirth might contribute to the course of birth, and their own postpartum psychological well-being. The results of the present study, thus, highlight the importance of fathers for childbirth and in a broader sense, the results also contribute to a better understanding of the psychological framework of birth and represents a valuable starting point for further research. [ABSTRACT FROM AUTHOR]

How have COVID‐19‐related restrictions affected consumption levels and life satisfaction in low‐income countries? We conducted phone surveys with 577 households in Liberia to compare consumption patterns across three points in time: November 2019 (pre‐COVID‐19), May 2020 (short term), and September 2020 (medium term). This article analyzes the impacts of the Covid‐19 pandemic and the related restrictions on food and nonfood consumption, which we categorize as "material" welfare and life satisfaction, which we categorize as "nonmaterial" welfare. We find differences between food and nonfood consumption patterns under pandemic conditions. In particular, consumption by households dependent on food and labor markets was negatively affected by the pandemic. In terms of life satisfaction, we find that most respondents perceived their lives to have worsened due to the pandemic. [ABSTRACT FROM AUTHOR]

Religion has become increasingly contentious in recent years. Faith-based discrimination, hostility and violence seem to have increased worldwide. But how can faith lead to conflict? In this article, we test the impact of two important dimensions of religion that have been neglected in previous research: the belief in 'one true religion' and perceptions of threats by other religious groups. Putting these two potential drivers to the test, we conducted a representative survey experiment with 972 respondents in Dar es Salaam, Tanzania. Results show that one of the tested dimensions, perceptions of threats by others, increases the support to use violence to defend one's own group. This is particularly the case for religiously intolerant respondents with characteristics such as pre-existing threat perceptions, unfavorable views on intermarriage, or belief in the superiority of their own faith. In contrast, we find relatively weak evidence that the prime of 'one true religion' increases the readiness to use violence. Our findings have important implications for policy: We conclude that appeals by leaders to threats by others and intolerance toward other faiths can contribute to more conflict. Political and religious leaders should refrain from capitalizing on such notions and should promote tolerance towards other faiths instead. [ABSTRACT FROM AUTHOR]