Book Review: Inventing Transgender Children & Young People. Edited by Michele Moore and Heather Brunskell-Evans.

Youth-onset type 2 diabetes among First Nations young people in northern Australia: a retrospective, cross-sectional study

Jong en anders. Onderzoek naar de aandacht voor lesbische, homo, bi-jongeren, transgenderjongeren en jongeren met een intersekse conditie in de jeugdsector

New research by the Economic and Social Research Institute (ESRI) and Empowering People in Care (EPIC) highlights the importance of the combined effects of school experiences and care experiences on the post-school lives of young people leaving care. At the end of February 2025, there were 5,801 children (0–17 years) in care in Ireland. Although being in the care of the state is common among these children and young people, they are not a homogenous group, and their personal experiences and circumstances vary. This exploratory study draws on focus group interviews with a small group of care-experienced young people – those who had enrolled in third level education and those whose third level education was interrupted - as well as a consultation event with key stakeholders. Key Findings For young people in care, attitude to school is often influenced by changes in care placements and school changes, learning difficulties, insufficient support with schoolwork, not feeling as smart as other students, and mental health issues. Multiple care placements and school changes are likely to make their school engagement more challenging. Care placement changes may result in students missing school and finding it hard to catch up afterwards. Making friends was harder for young people who had experienced several school changes. Social workers were a source of consistent support for some care-experienced young people. However, in other cases, such support was found to be wanting, especially when there had been a change in a social worker or when the interaction between the young person and the social worker was limited. Although some of the young people appreciated the support from their aftercare workers (main support workers put in place to meet the needs of a young person who is leaving care services at age 18 years) as they prepared to leave care, several of them were critical of the level of support they received. Preparation for the ‘double transition’ of leaving care and leaving school was a challenging time for many of the care-experienced young people interviewed as they often lack the traditional supportive family structure. Several young people in this study had been undecided about what to do after finishing school. Despite having access to a guidance counsellor, for many, guidance about their post-school options was seen as insufficient or their chosen option was not supported by guidance counsellors and social workers. Young care-experienced people who had a more stable care placement, with fewer school changes and high expectations from their foster parents and social workers, perceived entry into third-level education after finishing school as something that ‘you do’. Eligibility for an aftercare allowance for young people leaving care at 18 years of age is dependent on being on an accredited education course, third level course or training programme. Some young care-experienced people who did not wish to pursue third-level education or did not want to do it straight after finishing school felt pressurised to do so to receive the allowance. Similar to other young people, care-leavers faced multiple challenges related to enrolling in third-level education, including getting used to the new educational setting, finding accommodation, and managing their finances. The situation is likely to be more acute for care-experienced young people who lack the support of their families.

Young Australian Aboriginal people experience poor health outcomes, yet young people and Aboriginal people have low use of health care. To identify barriers and enablers of access for adolescent and young adult Aboriginal people at Derby Aboriginal Health Service (DAHS), a remote Western Australian Aboriginal Community Controlled Health Service (ACCHSs), to assist in improving access. This qualitative study was in the remote Kimberley town of Derby and three Aboriginal communities serviced by DAHS. Semistructured interviews with 26 young Aboriginal people in 2014 and 2015 were used to identify barriers and enablers to accessing local health care services. Participants appreciated interacting with Aboriginal staff, local staff, and longer term DAHS staff. This improved communication and interpersonal interactions, which were reported to be of prime importance for young Aboriginal people accessing health services. Maintaining confidentiality, minimizing shame, and gender matching with health staff were also key issues for young people. Seeking health care was often based on acute need rather than proactive or preventive care; however, participants recognized that providing health education and health promotion should be a priority for the service. A number of approaches to improving health service use by young remote Aboriginal people may be effective. Improving youth engagement seems to be central to increasing acceptability and, hence, use. This requires that staff able to engage with young people are recruited, trained, and retained. More immediately, a range of simpler changes to service provision focus and environment for young people could potentially make important differences.

BackgroundAustralian surveillance data document higher rates of sexually transmissible infections (STIs) among young Aboriginal people (15–29 years) in remote settings than non-Aboriginal young people. Epidemiological data indicate a substantial number of young Aboriginal people do not test for STIs. Rigorous qualitative research can enhance understanding of these findings. This paper documents socio-ecological factors influencing young Aboriginal people’s engagement with clinic-based STI testing in two remote settings in the Northern Territory, Australia.MethodsIn-depth interviews with 35 young Aboriginal men and women aged 16–21 years; thematic analysis examining their perceptions and personal experiences of access to clinic-based STI testing.ResultsFindings reveal individual, social and health service level influences on willingness to undertake clinic-based STI testing. Individual level barriers included limited knowledge about asymptomatic STIs, attitudinal barriers against testing for symptomatic STIs, and lack of skills to communicate about STIs with health service staff. Social influences both promoted and inhibited STI testing. In setting 1, local social networks enabled intergenerational learning about sexual health and facilitated accompanied visits to health clinics for young women. In setting 2, however, social connectedness inhibited access to STI testing services. Being seen at clinics was perceived to lead to stigmatisation among peers and fear of reputational damage due to STI-related rumours. Modalities of health service provision both enhanced and inhibited STI testing. In setting 1, outreach strategies by male health workers provided young Aboriginal men with opportunities to learn about sexual health, initiate trusting relationships with clinic staff, and gain access to clinics. In setting 2, barriers were created by the location and visibility of the clinic, appointment procedures, waiting rooms and waiting times. Where inhibitive factors at the individual, social and health service levels exist, young Aboriginal people reported more limited access to STI testing.ConclusionsThis is the first socio-ecological analysis of factors influencing young Aboriginal people’s willingness to undertake testing for STIs within clinics in Australia. Strategies to improve uptake of STI testing must tackle the overlapping social and health service factors that discourage young people from seeking sexual health support. Much can be learned from young people’s lived sexual health experiences and family- and community-based health promotion practices.

IntroductionSince 2011, remote Australian Aboriginal and Torres Strait Islander communities have experienced an outbreak of infectious syphilis, with young people aged 15–29 years over-represented in notifications. The Young Deadly Syphilis Free multi-media campaign was implemented in 12 remote regions in four Australian jurisdictions over nine months from 2017–2018. Campaign components included television and radio advertisements, social media posts, and health promotion resources available via a dedicated website. The aim of this research was to evaluate the impacts (proximal, mediator, distal) of the Young Deadly Syphilis Free campaign for young Aboriginal people and health and community workers residing in remote campaign regions.MethodsA cross-sectional (post-only) evaluation design was used. Data were collected through online surveys; metrics for social media (Facebook, Instagram) were also collected to determine campaign engagement via social media. A 22-item young people survey assessed campaign awareness, exposure, message recognition and diagnostics (proximal variables); along with intended behaviour and knowledge and attitudes (mediator variables). A 24-item health and community worker survey assessed campaign awareness, exposure, message recognition and diagnostics (proximal variables); and changes in professional practice (distal variable). Descriptive statistics summarised demographic characteristics and univariate analysis examined associations between key variables.ResultsJust over half (n = 25, 58%) of young people and three quarters (n = 36; 75%) of health and community workers were aware of the campaign. Recognition of key campaign messages was high for both participant groups (>64%), and television, Facebook, and website were the most common campaign exposure routes. Positive impacts on intended behaviour (young people) and professional practice (health and community workers) were also reported. Facebook was effective in engaging some young people in campaign content and was preferred by young people for accessing information.ConclusionThe findings point to the value of utilising a multi-media campaign in raising awareness about syphilis among young Aboriginal people and health and community workers in remote Australian regions. A longer-term campaign that accommodates the diverse needs of Aboriginal young people from geographically remote communities would optimise campaign impacts and support behavioural change.

Objective Young Indigenous people are vulnerable to lateral violence, where negative feelings and behaviours are directed towards members within their own oppressed group. Lateral empowerment, in contrast, is where young people can promote resilience and strength and collectively prevent and repair the effects of lateral violence. The aim of this scoping review was to describe how young Indigenous people aged between 0 and 25 years across the CANZUS nations (Canada, Australia, New Zealand, and the United States) experience lateral violence particularly relating to the context and forms in which young people are experiencing it; and what mechanisms of lateral empowerment pertaining to healing programmes and interventions, address young Indigenous people’s healthy wellbeing? Methods A scoping review was conducted using the Joanna Briggs Institute (JBI) framework to search for peer-reviewed publications between January 1980 and May 2024. In total, 170 peer-reviewed publications were thematically mapped into nine themes to provide an overview of the existing literature. Results Four themes to describe how young people experience lateral violence were identified: Familial and/or community violence; Interpersonal violence victimization (IVV); Peer and gang violence and Self-harm behaviour. Five themes related to the mechanisms of lateral empowerment which included: Community informed treatment approaches; Cultural identity and resilience; Family wellbeing; Use of digital technology; and Trauma intervention. Conclusion Young Indigenous people are experiencing lateral violence in many forms. Fortunately, empowering strategies were identified that strengthen young people’s wellbeing, cultural identity, connectedness to community and country to mitigate the negative impacts of lateral violence were identified.

Although the body of literature exploring issues important for the lives of trans people has explored different forms of oppression, there is currently a paucity of research exploring responses to oppression specifically for young trans people. This research works with young trans people as ambassadors who contribute to the research design, analysis and procedure as participatory action researchers. Responses to oppression may be important to understand if we are to contribute to the changes needed at wider levels. For example community, institutional and social levels. The aims of this project are to join with young people who identify as trans, through meeting with them at a trans community interest group. By working in partnership with ambassadors we drew upon liberation psychology to guide the project and as a result we co- created and co-facilitated a group session. This session invited 5 other young trans people to talk about their lives. The research aim was to create a context to enable young people to tell stories of the everyday forms of resistance to oppression. This was done through the aid of a poster and by using the metaphor of a theatre stage to guide their story whilst also providing a safe position from which to tell it, and was named ‘The Theatre of Life’. These stories were analysed using a ‘narrative analysis’ where participants and ambassadors were involved in quality checks. The results found were primarily that the ‘Theatre of Life’ session can generate stories of resistance from young trans people. Their collective story of resistance was named ‘A Chorus of Self-Love As a Radical Act’. It explores the importance of queer community, overshadowed aspects of identity, finding safety and inspiring others to initiate social change beyond the trans community. The results also identify relevant audience members with whom these stories will resonate in order to create social action (community, institutional and political), as well as for therapeutic use. The results also produce opportunities for sharing stories using the creative arts (e.g. theatre, performance, art, spoken word, poetry) for increased impact and wide reach.

This study aims to analyze the factors that attract young people as digital product consumers to shop online, and how far online shopping triggers impulsive shopping patterns and becomes a youth lifestyle. This study also examines the extent of financial literacy of young people as consumers of digital economic products. This study used quantitative methods with 500 youth digital platform users. This study found that online shopping has become a part of the lifestyle of young urban people. For some young urban people, spontaneous shopping is often impulsive without considering its impact on their financial condition. Some young urban people buy certain products online, even though they exceed their financial budgets. The skill of managing money can reduce the potential online shopping fraud yet this research shows that respondents admitted that they had been victims of it. Young people with adequate financial literacy are generally able to refrain from excessive spending which can impact to responsible consumer behavior. On the other hand, young people who are unable to differentiate their needs from their wants tend to have consumerist lifestyles. This study can be useful for policymaker, educator, or financial institute to improve financial literacy and responsible young customer behavior especially in Indonesia.

Several internationalSocial Protection organizationsInternational Organizations, as well as worldwide scholarship, haveYoung People abundantly shown that young peopleYoung People under 34 are among the groups struggling the most with COVID-19COVID-19 economic and social impactsImpacts. Seldom, however, does scholarship focus on the uneven effects of the pandemic on younger generations across different types of territories. Overall, young peopleYoung People in rural territoriesRural Territories tend to face much greater adversities. These territories concentrate less population, show strong ageing trends trend and depict a lower settlement rate. Rural younger generations struggle to strive, because rural areasRural Areas depend heavily on declining economic activities, such as farming, are plagued by precarious jobs, and display limited institutional supportInstitutional Support compared to (sub)urban areasUrban Areas. In PortugalPortugal, the country’s population is unevenly distributed between affluent, high-density coastal areas and inlands and archipelagos with a considerable rural predominance. The COVID-19COVID-19 crisisCrisis has the potential to further stretch the existing inequalitiesInequalities among young peopleYoung People due to spatial distribution. Therefore, in this chapter, we discuss the impact of the recent pandemic crisisCrisis on rural Portuguese young people. We will do so by characterizing headline indicators in the three domains of the European Pillar of Social RightsEuropean Pillar of Social Rights, namely equal opportunitiesEqual Opportunities (e.g. Early School Leavers from EducationEducation and Training), fair working conditions (e.g. YouthYouth UnemploymentUnemployment), and social protectionSocial Protection and inclusion (e.g. at risk of poverty and social exclusionSocial Exclusion). We expect to reach an initial comprehension of the challenges faced by rural Portuguese young peopleYoung People in the aftermath of the COVID-19 crisis in three domains: education, employmentEmployment and social inclusion. We also discuss how more nuanced territorial conceptualizations (e.g. low-density areas) and policymaking can add alternative views about young people’sYoung People living conditions due to subnational disparities.

Deloitte’s 2016 Millenial Survey suggests that millennials are poor candidates for organizational loyalty since 66 percent of them expect to leave their current employer within the next five years. China is also mentioned with her 65 percent. This dissertation provides evidence that loyalty is not altogether gone from the workplace. Whereas corporate loyalty determined by tenure may be disappearing, a new form of workplace loyalty that is attuned to both macro-level contemporary conditions and individual circumstances is still there. Aristotle’s Nicomachean Ethics teaches us that our “state of character” is influenced by the kind of society which we live in by means of habit: we “do” or “exercise” virtues or vices in an environment conducive to them. Social science scholars have sought to examine more closely the qualities of character acquired through practical experience within social contexts. We are particularly indebted to Pierre Bourdieu for helping us to better understand the relationship between social arrangements and people’s tendency to appreciate and display certain virtues and vices. His work shows that differences in people’s perceptions, actions, and aspirations stem from their different habitus or dispositions, which reflect and are structured by objective conditions of their social position. Here is an example of objective societal circumstances due to which long-term employment with one company has become an unreasonable and impossible aspiration for many people. Media do not stop reporting layoffs, plant closures and relocations both in China and across the world in response to economic slowdowns and competitive pressures. Temporary employment comprises one-tenth of work worldwide and two-thirds of work in developing countries. Precariat probably accounts for more than half of China’s total urban workforce. Today’s high fluidity of jobs certainly emboldens a great many Chinese millennials to keep looking for their next opportunity, which may even turn out to be a secure one. Another explanation is that the promises of freedom, choice, achievement, and happiness lure these young people into quitting jobs that are not meaningful and fulfilling. This short illustration raises the following questions: In what ways do young Chinese people understand and demonstrate their organizational loyalty? What values hold them to their organizations? Using Bourdieu’s habitus as methodological tool, this dissertation reveals the virtues that young Chinese people perceive as important parts of their moral selves and put into use in their pursuit of economic security and self-fulfillment. Organizational loyalty is regarded as a cultivated disposition that generates virtuous perceptions and actions and is used by individuals as type of moral capital to realize the desired values. My research also sheds light on the uncomfortable yet fundamental aspect of this double pursuit: occupational position and habitus join forces to prevent many young Chinese people from escaping the poverty trap and leading a fulfilling life. As a result, people performing blue-collar jobs, which bring little or no respect and are not personally rewarding, provide alternative definitions of virtuousness and valued rewards in their struggle to improve the moral worth of their occupation and maintain their self-esteem. The current study expands previous research on moral significance of class in organizational context by providing an authentic account of Chinese blue- and white-collar employees’ moral perception of workplace loyalty and moral value of their work. This dissertation also considers former and present experiences that shape, reinforce, or transform these young people’s moral dispositions.

IntroductionNew digital technologies hold promise for equalising access to information and communication for the Deaf community. SMS technology, for example, has helped to equalise deaf peoples’ access to information and made it easier to communicate with both deaf and hearing people (Tane Akamatsu et al.; Power and Power; Power, Power, and Horstmanshof; Valentine and Skelton, "Changing", "Umbilical"; Harper). A wealth of anecdotal evidence and some recent academic work suggests that new media technology is also reshaping deaf peoples’ sense of local and global community (Breivik "Deaf"; Breivik, Deaf; Brueggeman). One focus of research on new media technologies has been on technologies used for point to point communication, including communication (and interpretation) via video (Tane Akamatsu et al.; Power and Power; Power, Power, and Horstmanshof). Another has been the use of multimedia technologies in formal educational setting for pedagogical purposes, particularly English language literacy (e.g. Marshall Gentry et al.; Tane Akamatsu et al.; Vogel et al.). An emphasis on the role of multimedia in deaf education is understandable, considering the on-going highly politicised contest over whether to educate young deaf people in a bilingual environment using a signed language (Swanwick & Gregory). However, the increasing significance of social and participatory media in the leisure time of Westerners suggests that such uses of Web 2.0 are also worth exploring. There have begun to be some academic accounts of the enthusiastic adoption of vlogging by sign language users (e.g. Leigh; Cavander and Ladner) and this paper seeks to add to this important work. Web 2.0 has been defined by its ability to, in Denise Woods’ word, “harness collective intelligence” (19.2) by providing opportunities for users to make, adapt, “mash up” and share text, photos and video. As well as its well-documented participatory possibilities (Bruns), its re-emphasis on visual (as opposed to textual) communication is of particular interest for Deaf communities. It has been suggested that deaf people are a ‘visual variety of the human race’ (Bahan), and the visually rich presents new opportunities for visually rich forms of communication, most importantly via signed languages. The central importance of signed languages for Deaf identity suggests that the visual aspects of interactive multimedia might offer possibilities of maintenance, enhancement and shifts in those identities (Hyde, Power and Lloyd). At the same time, the visual aspects of the Web 2.0 are often audio-visual, such that the increasingly rich resources of the net offer potential barriers as well as routes to inclusion and community (see Woods; Ellis; Cavander and Ladner). In particular, lack of captioning or use of Auslan in video resources emerges as a key limit to the accessibility of the visual Web to deaf users (Cahill and Hollier). In this paper we ask to what extent contemporary digital media might create moments of permeability in what Krentz has called “the hearing line, that invisible boundary separating deaf and hearing people”( 2)”. To provide tentative answers to these questions, this paper will explore the use of participatory digital media by a group of young Deaf people taking part in a small-scale digital moviemaking project in Sydney in 2009. The ProjectAs a starting point, the interdisciplinary research team conducted a video-making course for young deaf sign language users within the Department of Media, Music and Cultural Studies at Macquarie University. The research team was comprised of one deaf and four hearing researchers, with expertise in media and cultural studies, information technology, sign language linguistics/ deaf studies, and signed language interpreting. The course was advertised through the newsletter of partner organization the NSW Deaf Society, via a Sydney bilingual deaf school and through the dense electronic networks of Australian deaf people. The course attracted fourteen participants from NSW, Western Australia and Queensland ranging in age from 10 to 18. Twelve of the participants were male, and two female. While there was no aspiration to gather a representative group of young people, it is worth noting there was some diversity within the group: for example, one participant was a wheelchair user while another had in recent years moved to Sydney from Africa and had learned Auslan relatively recently. Students were taught a variety of storytelling techniques and video-making skills, and set loose in groups to devise, shoot and edit a number of short films. The results were shared amongst the class, posted on a private YouTube channel and made into a DVD which was distributed to participants.The classes were largely taught in Auslan by a deaf teacher, although two sessions were taught by (non-deaf) members of Macquarie faculty, including an AFI award winning director. Those sessions were interpreted into Auslan by a sign language interpreter. Participants were then allowed free creative time to shoot video in locations of their choice on campus, or to edit their footage in the computer lab. Formal teaching sessions lasted half of each day – in the afternoons, participants were free to use the facilities or participate in a range of structured activities. Participants were also interviewed in groups, and individually, and their participation in the project was observed by researchers. Our research interest was in what deaf young people would choose to do with Web 2.0 technologies, and most particularly the visually rich elements of participatory and social media, in a relatively unstructured environment. Importantly, our focus was not on evaluating the effectiveness of multimedia for teaching deaf young people, or the level of literacy deployed by deaf young people in using the applications. Rather we were interested to discover the kinds of stories participants chose to tell, the ways they used Web 2.0 applications and the modalities of communication they chose to use. Given that Auslan was the language of instruction of the course, would participants draw on the tradition of deaf jokes and storytelling and narrate stories to camera in Auslan? Would they use the format of the “mash-up”, drawing on found footage or photographs? Would they make more filmic movies using Auslan dialogue? How would they use captions and text in their movies: as subtitles for Auslan dialogue? As an alternative to signing? Or not at all? Our observations from the project point to the great significance of the visual dimensions of Web 2.0 for the deaf young people who participated in the project. Initially, this was evident in the kind of movies students chose to make. Only one group – three young people in their late teens which included both of the young women in the class - chose to make a dialogue heavy movie, a spoof of Charlie’s Angels, entitled Deaf Angels. This movie included long scenes of the Angels using Auslan to chat together, receiving instruction from “Charlie” in sign language via videophone and recruiting “extras”, again using Auslan, to sign a petition for Auslan to be made an official Australian language. In follow up interviews, one of the students involved in making this film commented “my clip is about making a political statement, while the other [students in the class] made theirs just for fun”. The next group of (three) films, all with the involvement of the youngest class member, included signed storytelling of a sort readily recognisable from signed videos on-line: direct address to camera, with the teller narrating but also taking on the roles of characters and presenting their dialogue directly via the sign language convention of “role shift” - also referred to as constructed action and constructed dialogue (Metzger). One of these movies was an interesting hybrid. The first half of the four minute film had two young actors staging a hold-up at a vending machine, with a subsequent chase and fight scene. Like most of the films made by participants in the class, it included only one line of signed dialogue, with the rest of the narrative told visually through action. However, at the end of the action sequence, with the victim safely dead, the narrative was then retold by one of the performers within a signed story, using conventions typically observed in signed storytelling - such as role shift, characterisation and spatial mapping (Mather & Winston; Rayman; Wilson).The remaining films similarly drew on action and horror genres with copious use of chase and fight scenes and melodramatic and sometimes quite beautiful climactic death tableaux. The movies included a story about revenging the death of a brother; a story about escaping from jail; a short story about a hippo eating a vet; a similar short comprised of stills showing a sequence of executions in the computer lab; and a ghost story. Notably, most of these movies contained very little dialogue – with only one or two lines of signed dialogue in each four to five minute video (with the exception of the gun handshape used in context to represent the object liberally throughout most films). The kinds of movies made by this limited group of people on this one occasion are suggestive. While participants drew on a number of genres and communication strategies in their film making, the researchers were surprised at how few of the movies drew on traditions of signed storytelling or jokes– particularly since the course was targeted at deaf sign language users and promoted as presented in Auslan. Consequently, our group of students were largely drawn from the small number of deaf schools in which Auslan is the main language of instruction – an exceptional circumstance in an Australian setting in which most deaf young people attend mainstream schools (Byrnes et al.; Power and Hyde). Looking across the Hearing LineWe can make sense of the creative cho

Introduction Young people aged 18-24 years old are a key demographic target for eliminating human immunodeficiency virus (HIV) transmission globally. Pre-exposure prophylaxis (PrEP), a prevention medication which reduces HIV transmission, is emerging as a key tool to reduce HIV transmission. Despite largely good uptake by gay and bisexual men who have sex with men, hesitancy to use PrEP has been observed in other socio-cultural groups, such as young people, heterosexuals, people from ethnic minority backgrounds and females. Aim The aim of this study was to explore young peoples’ perceptions and attitudes to using PrEP. Methods A convenience sample of young people were recruited from England aged between 18 and 24 using a social media invitation posted by two authors which include details about the study with a registration link. Data was collected using semi-structured one-to-one interviews with graphic elicitation about current experiences of HIV care, awareness of using PrEP and decision making about accessing PrEP. Thematic analysis was used to identify codes and themes to describe participants’ experiences. Institutional ethical approval was obtained. Results Twenty-four young people took part. The sample was 58% female, 100% cisgendered, 54% had or were completing undergraduate study, 58% were straight, 58% had previously had a HIV test, 17% had previously used PrEP and a broad range of ethnicity were included. Key findings found young people had good levels of knowledge about HIV but had a poor understanding of using PrEP. In this information vacuum, negative stigma and stereotypes about HIV were transferred to using PrEP, which were reinforced by information on social media, television, and film - such as an association between using PrEP and being a promiscuous, white, gay males. In addition, young people from ethnic ethnicity communities appeared to have particularly negative attitudes to PrEP use, compared to ethnic majority counterparts. This meant the young people in our study were unable to make decisions about when to access and use PrEP. Discussion/Conclusion The findings indicate an information vacuum for young people regarding PrEP. A strength of the study is that theoretical data saturation was reached. A limitation of the study is that participants were all cisgendered and therefore the experiences of young trans people were not accounted for. Further work is needed to explore what information young people need, when and how this can be delivered to support informed decision-making about using PrEP. Pharmacists have a key role in supporting sexual health and further work should explore community pharmacies readiness to provide this information to young people.

Young and homeless

Linking Sexual and Reproductive Health and Rights and HIV Services for Young People: The Link Up Project