“A Debt on your Heart”: Exploring the impact of student precarity on Education Studies students at a UK university

Drawing on Guy Standing’s theory of ‘precarity’ (2021), this article addresses a gap in the research around the experience of student precarity on UK Education Studies courses and how this precarity impacts their perceptions of the education system they aim to enter as professionals. Using an interpretivist methodology, 19 students from the lowest quintile on the Index of Multiple Deprivation (Gov, 2019) took part in four focus groups in which they were asked open-ended questions about their experience of university in the cost-of-living crisis and life post-covid, and how they balance home, life, studies and work commitments. These were around areas such as their understanding of precarity and its impact on their studies and their perception of their place in the wider education system. Using thematic analysis, the main findings were: a feeling of foreboding towards the future; struggling to manage work and studies under the pressure caused by future debt and a resigned acceptance of precarity once entering the education workforce. Students felt a sense of vulnerability about the future resulting in heightened anxiety; furthermore, the ability to study without financial worries is denied to these non-traditional students leading to them having to take on more work which compromised time available for study. Finally, students felt disempowered to change the wider education system they aim to enter as professionals

“I’m not a saint”: divine motherhood at the intersection of single adoption and disability

This article examines some of the social norms, expectations and prejudices that surround the single adoption of disabled children in the UK. Drawing on interviews with a UK-based single adoptive parent, Lynne, it undertakes an intersectional exploration of the quasi-religious ‘saintly adopter’ position that is frequently ascribed to her. This analysis is realized through a sociocultural linguistic approach (Bucholtz & Hall, 2005), which offers tools for examining how individuals position themselves in relation to local and global identities, experiences and expectations. The article shows that the apparent praise of adopters as saintly figures can have an illegitimating force, since it is rooted in presumptions around certain children being ‘helpless’, ‘damaged’, and in need of rescue by ‘perfect’ parents. The pressures surrounding this position are likely to be felt even more strongly by parents and children who are marginalized in multiple ways, such as Lynne, who is both a single and adoptive parent, and her children, who are both adopted and disabled. Together, intersecting forms of prejudice around adoption, single parenthood and disability can make it difficult for single adopters, and adopters of disabled children, to be seen as valued and legitimate parents in a wider social context

A step towards community inclusion for individuals experiencing mental health challenges: promoting social inclusion and social recovery through physical activity

Purpose After initially positioning this paper within the broader mental health recovery literature, the authors highlight the role that physical activity can play in promoting social inclusion and social recovery for those experiencing mental health challenges. Design This conceptual paper draws together the limited, but growing, research on how physical activity can facilitate improved social inclusion and benefit an individual’s recovery. Findings For individuals suffering with mental health challenges, not being able to exercise their right to inclusion is concerning from a recovery perspective, since experiencing social inclusion is recognized as a facilitator of recovery. Initial research has demonstrated by embracing community inclusion and supporting initiatives such as physical activity programs, mental health services can better facilitate individuals' journeys towards social inclusion and social recovery. Research Implications Future research should appreciate the interplay between inclusion, recovery and physical activity. Collaborating with individuals with lived experience, peer mentors, and social prescribing teams to explore options for physical activity within local communities fosters empowerment, social inclusion and ensures interventions align with individuals' preferences and needs. Practical Implications Practitioners in health service and community settings should recognise the wide-ranging benefits of physical activity for individuals with mental health challenges, especially in terms of helping their social inclusion and social recovery

'Can women have it all?' Transitions in media representations of Jacinda Ardern's leadership and identity by a global newsroom

The paper examines changing media representations of Jacinda Ardern, former Aotearoa New Zealand Prime Minister, from the global broadcaster, BBC News Online, across three key milestones in the politician’s career: her appointment, re-election and resignation. Our socio-semantic analysis of this representation demonstrates how the media intersect her professional identity with age, gender, social class, and later, her identity as a mother. Whilst earlier coverage of Ardern’s career praises her successfully reconciling these aspects of her personal, social and professional identities, later coverage implies that ‘having it all’ was never really possible longer term. We argue that the visibility of this discourse, and the focus on intersectional aspects of Ardern’s personal and social identities, leads to her resignation being positively evaluated as her ‘finally’ succumbing and committing to the ‘natural’ inevitabilities of heterosexual family life. The article considers what such representation means for Ardern and women politicians and leaders more broadly, and contextualises these findings in relation to existing research on media representations of women in politics and leadership. Finally, we also consider the value of a more longitudinal approach to tracking the cumulative effects of the representation of social actors and groups

Broad Perspectives of the Experience of Romantic Relationships and Sexual Education in Neurodivergent Adolescents and Young Adults

Neurodivergent young people tend to struggle with building and maintaining their romantic relationships. Despite this, there appears to be a lack of appropriate sexuality education delivered to them. This review aims to present and discuss the most current literature (conducted between 2015 and current) on romantic relationships and sexuality education in young people with Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and ASD co-occurring with ADHD. Six internet-based bibliographic databases were used for the present review that followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines. Thirty-one studies were identified in this review. Twenty-six studies investigated the topic in the autistic young population. Four studies explored qualitatively and 11 quantitatively young people’s perspectives of their romantic relationship experiences. One study investigated qualitatively and three quantitatively young people’s perspectives on sexuality education. One study explored qualitatively and five quantitatively young people’s romantic relationship experiences and two explored qualitatively and three quantitatively sexuality education from caregivers’ perspectives. Five studies (all quantitative, self-reports) investigated romantic relationship experiences in the young population with ADHD. The studies conducted on the topic from the educational professionals’ perspectives were absent in the literature. The literature was also non-existent on the topic in the population with ASD co-occurring with ADHD. To the researchers’ knowledge, this is the first review exploring romantic relationships and sexuality education in three groups of neurodivergent young people (with ASD, ADHD, and ASD co-occurring with ADHD)

Undergraduate and Postgraduate Strength and Conditioning Courses in the United Kingdom: A Report Study

In the United Kingdom (UK), a degree in strength and conditioning (S&C) or an associated discipline is a common requirement for obtaining a professional S&C certification and employment as a S&C coach. However, limited research has comprehensively reviewed undergraduate and postgraduate S&C degrees in the UK, which this study aimed to do. A search for S&C degrees was conducted via two directories. In total, 20 undergraduate and 29 postgraduate courses were identified. All course information, including module titles, was extracted. Course information was assessed using frequency analysis and module titles via open coding. Entry requirements for undergraduate degrees ranged from 80–120 UCAS points, and a 2:1–2:2 degree classification for postgraduate degrees. Almost half of undergraduate S&C degrees were considered ‘multidisciplinary’ and included other topics (e.g., BSc S&C and rehabilitation). Over half of the undergraduate degrees offered a foundation year, and 59% of postgraduate degrees offered a non-academic entry option. Overall, 50% of undergraduate degrees could be completed as full-time or part-time, which increased to 79% at postgraduate level. Placement modules were compulsory across undergraduate degrees (except for one) and featured to a lesser extent at the postgraduate level. The most common modules at the undergraduate level focused on anatomy and physiology, S&C, biomechanics and movement analysis, research, and academic and professional skills. The least common modules were motor learning and control, business, and sociology. Differences were observed with postgraduate degrees, given an increased focus on modules associated with research, S&C, and academic and professional skills. This information may help higher education providers to evaluate, revise, and develop S&C courses; awarding associations further enhance recognition and accreditation pathways for S&C degrees; potential employers tailor job descriptions and specifications to align with graduate capabilities; and prospective students gain insight into each course, potentially informing their course choice(s)

A Narrative Review of Undergraduate and Postgraduate Strength and Conditioning Course Recognitions and Accreditations in the United Kingdom

As the popularity of strength and conditioning (S&C) continues to grow, there are now an increased number of S&C degrees offered in the United Kingdom (UK). These degrees can be recognised and accredited by the National Strength and Conditioning Association (NSCA), the Chartered Institute for the Management of Sport and Physical Activity in collaboration with the United Kingdom Strength and Conditioning Association (CIMSPA-UKSCA), and the International Universities Strength and Conditioning Association (IUSCA). As each association requires different and specific criteria to be met this paper aimed to summarise this information and present the number of S&C degrees recognised and accredited in the UK. Criteria for each awarding association were obtained and consolidated into a check�list format. The number of courses recognised and accredited by each awarding association was obtained by reviewing the websites of each S&C degree, which were sourced from the Universities and Colleges Admissions Service (UCAS), NSCA, UKSCA, and IUSCA directories. In total, 20 undergraduate and 29 postgraduate courses were identified. The NSCA recognised 10 undergraduate and 12 postgraduate courses, CIMSPA-UKSCA accredited 11 undergraduate and 7 postgraduate courses, and IUSCA accredited 5 undergraduate and 2 postgraduate courses. Our findings show that recognitions are inexpensive compared to accreditations due to fewer criteria. Most undergraduate degrees held 1-2 recognitions or accreditations, which was 0-1 for postgraduate degrees. All recognitions require specific module, practical, and assessment content to be covered, which in part should be delivered by staff holding a discipline-specific undergraduate or postgraduate degree accompanied with a professional S&C certification. All accreditations require courses to include supervised practical experience and evidence suitable learning environments. The NSCA and IUSCA accreditations require degree titles to indicate the course specialisation (e.g., BSc in S&C) and include a site visit to validate and accredit each course. The CIMSPA-UKSCA and IUSCA accreditations require courses to evidence that transferable graduate knowledge and skills are being developed. This paper may inform (a) course representatives of the criteria to obtain each recognition or accreditation; (b) prospective students to understand and distinguish between each recognition and accreditation, and observe which degrees have received each award; (c) potential employers to tailor job profiles to align with graduate capabilities; and (d) awarding associations to compare and review their recognitions and accreditations with others, to support their continued enhancement or diversification

Exploring the Experience of Romantic Relationships and Sexuality Education in Neurodivergent and Neurotypical Young Individuals

Purpose The literature indicates that sexuality education provided in schools/colleges in the United Kingdom (UK) may not be appropriate for people with Autism Spectrum Disorder (ASD). There appears to be a lack of understanding of the subject regarding young people with Attention-Defcit/Hyperactivity Disorder (ADHD) and a dual diagnosis (ASD co-occurring with ADHD). Research also suggests that compared to neurotypical peers, young people with ASD tend to receive less support on sexuality from their parents, who often feel that they lack the appropriate skills to help their children with some sex-related issues. Some young people with ASD and ADHD also report lacking an understanding of the social nuances of dating and intimacy, which is crucial for navigating romantic relationships. Design/methodology/approach This study explored sexuality education and romantic relationships in young people based on a semi-structured interview approach to the topic. Thematic Analysis (TA) was employed to analyze the data. Findings Six themes were developed from the participants’ narratives: Societal ideology about sexuality; Substandard school-based sexuality education; The role of adults in sexuality education; Pornography, as a very powerful alternative means of sexuality education; Young people and romance—a complicated world to navigate; Experience of abuse in the young neurodivergent population is a serious matter. Findings revealed that many neurodivergent and neurotypical young people received basic sex education in their schools/colleges and homes and encountered challenges navigating romantic relationships. Neurodivergent young people reported experiencing greater challenges related to their understanding of and building romantic relationships than their neurotypical peers. Originality/value To the researchers’ knowledge, this is the frst exploration of romantic relationships and sexuality education in neurotypical young people as well as three groups of neurodivergent young people (with ASD, ADHD, and ASD co-occurring with ADHD)

Moral Suffering in Frontline Social Care Workers: A Study of Moral Injury and Moral Distress

Introduction: Moral suffering (MS) is psycho-emotional harm derived from a conflict between one’s circumstances and one’s deeply held moral values. It includes the constructs of moral distress (MD) and moral injury (MI) and is characterized by constraints or mandates preventing the perceived morally correct event. Evidence has demonstrated the application of MS in helping professions, and research has linked MS to a deterioration of mental health, self-identity, worldview, and job-performance. Aims: In this study, we examined the relationship between MD, MI, burnout, and external/internal constraints in Frontline Social Care Workers (FSCWs) in the UK. Methods: We employed a quantitative, cross-sectional correlational design, recruiting 119 FSCWs (female = 91.6%, tenure 1–2 years = 27.4%) using convenience sampling. Participants completed an online survey including the Moral Injury Events Scale and the Copenhagen Burnout Inventory. Measures for MD, external constraints (stress, time, and resources), and internal constraints (psychological safety and preparedness) were informed by previous research. Results: Participants reported a significant prevalence of moderate-to-high MD (25.4%), MI (33.3%), and burnout (64.9%), and we found significant relationships between the constructs and dimensions. Constraints were significant predictors of MS (explaining 35.3% of MD variance and 30.1% of MI variance), with stress, time, and psychological safety making the strongest contributions. Conclusions: FSCWs can be examined as a unitary population experiencing morally challenging circumstances that may result in MS and burnout. Improved MS measures, increased awareness, and policy shifts are necessary to redefine the paradigm of work-related distress, taking systemic constraints and the potential for moral harm into account

Evaluation of multi-directional speed qualities throughout adolescence in youth soccer: The non-linear nature of transfer

Training and assessment of agility is often prioritised by soccer coaches and practitioners aiming to develop multi-directional speed. Although the importance of agility is advocated throughout childhood and adolescence, limited data evidence agility performance at different stages of adolescence. The purpose of this study was to examine differences in multi-directional speed performance in youth soccer players spanning an entire soccer academy. A total of 86 male junior-elite soccer players volunteered to participate. Anthropometric data were collected, alongside performance data from a battery of physical tests including sprinting, jumping, change of direction, reaction time, and agility. Bayesian models using log-likelihoods from posterior simulations of parameter values displayed linear or curvilinear relationships between both chronological and biological age and performance in all tests other than agility and reaction time. For agility and reaction time tests, performance improved until ~14 years of age or the estimated age of peak height velocity whereby arrested development in performance was observed. Our results demonstrate that while most performance skills improve as chronological or biological age increases, measures of agility and reaction time may not. These findings support the notion that agility performance is complex and multi�faceted, eliciting unique, challenging physical demands and non-linear development