Television, Teenagers and VD: An Insight into the Advisory Process behind Schools and Colleges’ Broadcasting in the Early 1970s in the UK

This article looks at the forgotten history of a television programme on venereal disease for teenagers broadcast in the United Kingdom (excluding Scotland) in 1973. It was produced by BBC Schools and Colleges and deemed to be very successful. The production was one of a trio of programmes entitled ‘Health Hazards’, from the series Twentieth Century Focus, which reflected issues relevant to teenagers over a period of social change from the 1960s to the 1970s. The archive record is lean on schools programming and this programme is very well documented from concept to delivery, representing a discrete, but ephemeral, intervention into 1970s sex educational broadcasting. This research contributes something new about public health and sexual education in the period immediately before AIDS

Television, an Instrument for and a Mirror of Health and Health Services

This thematic issue of VIEW brings together articles that show how television has been an instrument for, as well as a mirror of, public service and specifically health services. Two approaches to this are featured and teased out. The first approach concerns health communication and campaigns, where information is diffused via television and strengthened or reinforced by visual and filmic means. The second concerns the structures that offer, manage and model norms of health and healthcare services. In introducing elements of the history of health, we hope to draw attention to the intersection of public health and television over the twentieth century, such that thinking about the relationship between them might change our understanding of both

Want Indigenous university students to succeed? Here's how

Recommendations in the Universities Accord reveal a focus on increasing enrolments of under-represented groups including Aboriginal and Torres Strait Islander students. Enrolling students is just one part of the piece. Our research identifies what factors contributed to Indigenous students’ graduating from university. We conducted a study with 308 Indigenous university graduates to understand and identify success factors. Economic conditions, social environment, and individual characteristics were the most crucial factors that contributed to Indigenous university completions

Higher Education Success Factor Model: A Means to Explore Factors Influencing Indigenous Australian Completion Rates

The number of Aboriginal and Torres Strait Islander students enrolled at universities continues to increase; however, completion rates have not. In this study, we sought to understand what contributes to university completion rates by Indigenous Australian students. We employed a mixed-method approach, utilising the higher education success factor (HESF) model to investigate the factors that influence completion. In total, we surveyed 308 Indigenous Australians who had graduated between 2018 to 2022. We found that the social environment, economic conditions, and individual characteristics were identified as three factors influencing the completion of Indigenous university graduates. We report that this model has worked well to provide a means to identify factors influencing Indigenous Australian success in higher education. Academic institutions can now use this model to identify how they can best support Indigenous Australian students by examining the three factors we have identified to see where their weaknesses may lie and where improvement can be mad