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In March 2020, the COVID-19 pandemic necessitated school closures across Quebec. Educators shifted to online learning and complied with COVID-19 safety measures for in-person teaching, impacting the implementation of Quebec's Sexuality Education program. Drawing on responses from a sample of 165 inservice teachers working in English school boards across Quebec, this study discusses the challenges that characterized teaching sexual health education (SHE) during the COVID-19 pandemic. The data analyzed in this study consist of teachers' responses to one qualitative question: How has the COVID-19 situation affected your teaching and incorporation of Quebec's comprehensive sexual health education curriculum in your classroom? The results indicate that educators taught less SHE during the COVID-19 pandemic due to a lack of time and other core curriculum subjects taking precedence. Other challenges were present, including a lack of clarity from school administrators on how SHE should be implemented, reduced ability to supplement SHE classes with guest speakers, difficulty facilitating discussions due to students' home environments, and decreased student engagement. Despite these barriers, teachers felt that teaching SHE during the COVID-19 pandemic was important and expressed the need for more pedagogical development and training opportunities to improve SHE both online and in person.

Teaching Tough Topics by Larry Swartz, Pembroke Publishers, 2020, $28.95 (paperback) ISBN 9781551383415 Swartz's Teaching Tough Topics addresses teaching 'sensitive' topics that span across different marginalized populations such as students [...]

Racism can exert negative effects on the self-concepts, health and well-being, and life trajectories of both nondominant racial-ethnic (NDRE) youth and youth-serving providers. In the face of growing nationalism, ethnocentrism, xenophobia, and overt expressions of racism, the Society for Adolescent Health and Medicine recognizes the critically important need to address the issue of racism and its impact on both NDRE youth and youth-serving providers. Organizations involved in clinical care delivery and health professions training and education must recognize the deleterious effects of racism on health and well-being, take strong positions against discriminatory policies, practices, and events, and take action to promote safe and affirming environments. The positions presented in this paper provide a comprehensive set of recommendations to promote routine clinical assessment of youth experiences of racism and its potential impact on self-concept, health and well-being, and for effective interventions when affected youth are identified. The positions also reflect the concerns of NDRE providers, trainees, and students potentially impacted by racism, chronic minority stress, and vicarious trauma and the imperative to create safe and affirming work and learning environments across all levels of practice, training, and education in the health professions. In this position paper, Society for Adolescent Health and Medicine affirms its commitment to foundational moral and ethical principles of justice, equity, and respect for humanity; acknowledges racism in its myriad forms; defines strategies to best promote resiliency and support the health and well-being of NDRE youth, providers, trainees, and students; and provides recommendations on the ways to best effect systemic change.

Mindful and relational approaches to social justice, equity, and diversity in teacher education by Julian Kitchen & Karen Ragoonaden Lexington Books (2020). 188 pages ISBN: 978-1-4985-9891-0 In the book Mindful [...]

In March 2020, the COVID-19 pandemic necessitated school closures across Quebec. Educators shifted to online learning and complied with COVID-19 safety measures for in-person teaching, impacting the implementation of Quebec's Sexuality Education program. Drawing on responses from a sample of 165 inservice teachers working in English school boards across Quebec, this study discusses the challenges that characterized teaching sexual health education (SHE) during the COVID-19 pandemic. The data analyzed in this study consist of teachers' responses to one qualitative question: How has the COVID-19 situation affected your teaching and incorporation of Quebec's comprehensive sexual health education curriculum in your classroom? The results indicate that educators taught less SHE during the COVID-19 pandemic due to a lack of time and other core curriculum subjects taking precedence. Other challenges were present, including a lack of clarity from school administrators on how SHE should be implemented, reduced ability to supplement SHE classes with guest speakers, difficulty facilitating discussions due to students' home environments, and decreased student engagement. Despite these barriers, teachers felt that teaching SHE during the COVID-19 pandemic was important and expressed the need for more pedagogical development and training opportunities to improve SHE both online and in person. [ABSTRACT FROM AUTHOR]

Only teachers who perceive that equity and inclusion are essential aspects of their job will include LGBTQ teens and foster an inclusive school culture. It highlights evidence-based results to foster an inclusive school culture, such as the establishment of gay-straight alliances and positive, celebratory depiction of LGBTQ realities and lives of LGBTQ students and/or LGBTQ parents. The difference in Short's volume is that LGBTQ teens are the experts, taking the lead to uncover the marginalisation they have experienced, applying change in their school environments and navigating Book Review REVUE DES SCIENCES DE L'ÉDUCATION DE MCGILL • VOL. [Extracted from the article]

Evidence from a meta-analysis suggested that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth experience elevated levels of victimization in schools as compared to their heterosexual peers, and that victimization was shown to be persistent and lasting, indicating that school environments are hostile. These findings point to the need to better understand youths' own efforts in becoming more aware and engaged in impacting systemic inequities. Photovoice and mobile interviewing, two relatively novel qualitative methodologies in the field of LGBTQ research, are methodologies that involve the participants by 1) taking photos of interest as a means of critical discussion, and 2) moving alongside the researcher in a participant-chosen area and have critical discussions highlighted by the visual cues. The goal of this paper is to highlight ways of listening to opinions of LGBTQ youth that are contextualized in the environments in which they are victimized. [ABSTRACT FROM AUTHOR]

Coping affects somatic and psychological outcomes. This article explores narratives in a book, Kamikaze Diaries: Reflections of Japanese Student Soldiers, which report on the ways of coping used by each kamikaze participant before and during military service. The purpose of this study is to observe the possibility of a trend in coping strategies and consider how these trends inform us about other populations facing imminent death. This study analyzed data and extracted meaning from the narratives in the book (thematic content analysis). Within the thematic content analysis, the Ways of Coping scale was used, which describes the coping strategies people use when facing problems. The most frequently used coping strategies before they entered the military were "Accept Responsibility," "Endurance/Obedience/Effort," and "Self-Control," while once in the military, they were "Accept Responsibility" and "Endurance/Obedience/Effort." All the coping strategies used by kamikaze pilots appeared to focus on the passive self, which may be the type of coping in other populations facing death. [ABSTRACT FROM AUTHOR]