“I Want People to Know They Have a Choice”: Social Representation of Childfree Choice on Instagram

Friendship, and wider peer relationships, contribute to young people's sense of safety and wellbeing (Blakemore, 2018; Cossar et al., 2013; Foshee et al., 2014; Roesch-Marsh & Emond, 2021). Moreover, during adolescence the significance and influence of young people's peer relationships have been found to intensify in many countries around the world (Blakemore, 2018; Coleman, 2011). Nevertheless, recognising this has failed to ensure that child protection or wider safeguarding systems and interventions take account of young people's friendships or wider peer relationships when supporting those affected by violence and abuse. On the contrary there is evidence that many social work responses disregard peers, while centring family relationships, in their efforts to safeguard young people (Bracewell et al., 2020; Firmin, 2019, 2020; Johnson, 2017; Rogowski, 2012). Such an absence is notable given the role of friendship, and wider peer relationships, in young people's exposure to risk as well as protection. Multiple studies have found that young people are more, or as likely, to disclose concerns about abuse to their peers than their parents or other adults (Allnock & Atkinson, 2019; Barter, 2018; Brennan & McElvaney, 2020; Cossar et al., 2013). More broadly, positive attitudes can be reinforced through peer relationships. Peer influence can support pro-social behaviours and beliefs, such as healthy living (e.g. healthy eating and avoiding drugs and alcohol), equality, anti-discrimination and ambition (Laursen, 2018; Veenstra et al., 2018). In recognition of this, prevention programmes aimed at reducing rates of bullying, intimate partner violence and sexual harassment in schools have commonly sought to create opportunities for ‘bystander’ interventions, peer mentoring and buddying schemes, in which supportive and protective peer cultures are utilised and nurtured (Banyard et al., 2020; Foshee et al., 2014). Peer relationships also provide wider opportunities and contexts for pro-social activities and skill-building (Ramey et al., 2018; Veenstra et al., 2018). However, as already identified, peers can also be a source of harm. These harms can be perpetrated on and offline and can include a wide range of activities such as bullying, criminal and sexual exploitation and physical and sexual abuse. Peer victimisation is reported to be global problem impacting the welfare of significant numbers of young people around the world (UNICEF, 2019, 2020). In the year ending March 2018 the crime survey for England and Wales estimated that 4.4 per cent of children aged 10 to 15 years (423,000) had been a victim of violent crime in the previous 12 months (Office for National Statistics, 2018). For young people who participated in the survey, 92 per cent knew the person who had instigated violence against them. In 86 per cent of cases, they attended school together, and for 13 per cent, the instigator was identified as a friend (including boyfriend or girlfriend). In this special issue we present papers from Australia, China, Europe, Ghana and North America, which consider the role(s) of friendships and wider peer relationships. Despite their geographical spread, this body of work features numerous shared messages about the opportunities and challenges that come with considering peers in both informal and formal protective responses to young people in need of support and/or protection. They also point to the definitional, methodological, policy and practice gaps that warrant attention, for friendships and peer relationships to be sufficiently considered within child protection and wider safeguarding systems. The papers in this special issue consider the role of both friendship, and wider peer support networks and relationships, in safeguarding young people. The terms friend and peer have distinct but interrelated meanings which have implications for research and practice (Roesch-Marsh & Emond, 2021). Most of the papers contained in this issue illustrate that the different meanings these terms hold for young people and practitioners matter. For example, in Cudjoe et al.'s (2022) paper, young people from Ghana spoke about friends as important people who you have fun with but not necessarily someone to share difficulties with, such as dealing with parental mental health. The voluntary and informal nature of friendship means that young people are often left to deal with these issues alone. As authors Warrington et al. (2023) from the United Kingdom found in their exploration of friendship and peer support following sexual abuse, the support of friends can be vital for some but the sensitivity and understanding of friends can be variable and unreliable. In contrast, Cody et al. (2022) focused on structured peer support for young survivors of sexual violence across Europe and North America, defining peer support as ‘support provided by those with similar experiences’. This formalised peer support system was viewed as an additional or alternative support provision to that of informal friendship networks and ensured that peer supporters receive appropriate training and help. The unique nature of support from friends was described variably but primarily presented as something with potential to feel less emotionally charged, pressured or judgemental. Children commonly think that once their peers get to know about their parent's mental illness, they may cease to enjoy activities together. Therefore, it is important to keep silent about their parents' mental illness when around their peers to continue enjoying relationships with them. Likewise, in studies from the United Kingdom, Daw et al. (2022) identified that young people can feel ‘helpless’ and ‘fearful’ when their friends seek support around domestic abuse, and Warrington et al. found that precarious peer cultures were not always suitable for providing support in the aftermath of sexual violence. The challenges associated with accessing support through informal friendships appeared to be mitigated, at least to some extent, in more formal peer support structures. A study across Europe and North America found that shared peer experiences of sexual violence created a context conducive with peer support groups. Having shared experiences facilitated peer support that was relatable, credible and translatable, where young people were not judged (or fearful of judgement) when turning to peers for support. Similarly, in Ghana it was recommended that young people who shared a traumatic experience could be better placed to support one another and be less likely to bullying or judge. A third type of peer relationship was explored by Zhu (2023) in China. In this scenario, young people were not supported through existing friendships or organised around a shared experience of harm/abuse, but within schools through peer mentoring systems. In this form of peer support, younger pupils are matched with older young people who can then support them with the aim of reducing school bullying. However, the author notes that these hierarchical peer relationships might themselves feature power imbalances, with an age gap introducing the potential for exploitation and bullying. Reflecting other conclusions in this special issue, they point to the importance of education and practical support for young people who are positioned as mechanisms for peer support (be that formal or informal) to ensure that these relationships do not feel burdensome to the young people providing the support and that any help they offer is protective. Clear definitions are therefore crucial. Peer support through existing friendships, shared interest or experience groups or through a shared context all present unique challenges and opportunities, and consequently, the type of relationship being studied requires careful consideration. The best thing that I did was to be there for her [friend]. Not try and pressure her into breaking up with him, because that's, kind of, being just as bad as him, but, like, to just be emotionally there for her and make sure you're there to comfort her whenever she's down. (Young person 13–16) At first glance such a request appears relatively feasible. However, the collection of arguments made across this special issue highlight a range of considerations that would need to be addressed before this request can be met. The articles in this issue suggest that a non-judgemental approach is most reliable when coming from formal peer support structures, rather than informal friendship networks. The fear of shame, or being misunderstood, was mitigated either through shared experiences within the formal peer relationships in question, or through formal training and advice or professional support structures that equipped peers to be understanding and supportive. When the survivor [peer mentor] goes out and meets them, and they're able to see that their story is similar to theirs, and that they have been able to triumph in their own ways, it really creates the sense of hope for them. (Professional respondent 1, Organisation A) Cody et al. stress, however, that supporting and training these peer mentors requires time and resources and is not a cheap alternative to professional support. While acknowledging the unique value of formal peer support, articles in this issue also show that some young people seem to highly value the informality that came with support from friends. Moreover, various authors noted that support from friends was important due to their temporal proximity to young people during adolescence. Young people are with friends during the day at school, and in various out-of-school settings, creating numerous opportunities for support (Zhu, 2023). Such support included being a point of disclosure, providing comfort or emotional support, or acting as a conduit to professional support (Warrington et al.). However, for young people to provide this type and level of support, they require practical advice from adults; and to an extent, this again introduced a level of formality. Taken collectively, the contributions in this special issue suggest a balance needs to be struck and that both formal and informal pathways of support (likely across a continuum) are required. However, none of the contributions were able to clearly articulate what such a continuum might entail, as each focused on a single element. Nevertheless, this provides an important starting point to consider how this continuum might be conceptualised and provides a basis to understand how a young person's peer support needs might best be met. Recommendations to introduce elements of formality into friendship-support mechanisms largely stems from the identified challenges of integrating peer relationships into child protection and wider safeguarding practices. Young people reported concerns about how to maintain friendships while they were also experiencing safeguarding issues (Daw et al.). Seeking support from friends could result in bullying or isolation, when young people failed to understand how to support each other or judged friends negatively due to what they had experienced (Cudjoe et al., 2022). Friendships during adolescence are also dynamic, changing frequently, and with this comes a level of precarity. Reaching out to people who may not remain your friends over an extended period of time could be perceived as a risky endeavour. Consequently, young people surveyed in Australia stated that they were most likely to disclose abuse to their mother (about concerning behaviour of an adult, 68.7 per cent; or a peer, 63.1 per cent) followed by a friend (64.4 per cent; 57.9 per cent) (Russell & Higgins, 2023). Thus, family relationships remain very important and we should not assume that peers are always the first choice, or indeed best placed, to respond to young people who require support. Finally, there is a risk that some young people will feel (or be) burdened when supporting their friends or peers. Authors noted a need to mitigate any ‘responsibilisation’ that might be an unintended consequence of providing young people with the skills and formal space to support each other with experiences of abuse (Daw et al., 2022). For example, when young people were asked about the possibility of being approached by friends who were experiencing domestic abuse, they reported being concerned that they would feel fearful and helpless. All young people require a certain level of practical advice about the nature of abuse (in all its forms), how it impacts young people and what they can do if a friend approaches them for help. Such advice should not suggest that it is the young person's responsibility to prevent or disrupt harm; but instead ensure they are equipped to respond effectively if situations arise where their friends need support, including where they could go to seek more formal assistance. All the above challenges appeared particularly pronounced in situations of informal peer support, particularly support within existing friendships. Formal peer support structures, particularly for young people who had experienced issues such as sexual abuse, were designed to ensure young people were assisted to support each other and involved young people who all had similar experiences of abuse and therefore reduced the risk of being judged or misunderstood. The stories told in this special issue suggest not only that young people's friendships and peer relationships could play a role in safeguarding responses – but that they already do through both informal and formal routes. Nonetheless, far more work is required to understand the dynamics of this support and the best ways to maximise its potential and minimise its risks. There are methodological challenges and shortfalls with work completed to date. For the most part, researchers rely on gatekeeping organisations to speak to young people about their experiences of peer or friendship-based support and access to such organisations varies. In most countries featured in this special issue, the roles of peers have not been fully considered in practice or policy development, as the forms of peer support identified sit beyond formal response systems. Arguably, greater recognition by, and integration into, wider organisational responses to violence and abuse would provide the practical mechanisms required to safely maximise the potential for peer support. While the papers in this special issue draw upon experiences from a number of countries there remain gaps that warrant attention. First, it appears that gender may impact on the accessibility and availability of support from peers and friends. For example, girls and young women surveyed in Australia were more likely to seek support from peers than boys and young men (Russell & Higgins, 2023). Do we understand these gender differences, and are they reflected for various forms of harm and in different countries? More broadly, an intersectional account of friendship and peer support in safeguarding is required. How do the opportunities and concerns raised in this editorial vary in terms of ethnicity, sexuality, ability and so on? Moreover, what avenues of support do online peer relationships, through for example social media platforms, provide for support and how and in what ways do these online peer dynamics reflect or differ from those factors outlined in the current papers and for whom? The papers in this special issue provide a foundation for raising these important questions, although further research is required to answer them and of course this requires research funding bodies to recognise this as a central aspect of safeguarding for young people. We would like to thank all the authors who contributed to this special issue. We believe it brings together a wealth of knowledge but also raises challenging questions for both practice and policy development on how we can best support young people who are at risk of or are currently experiencing harm. In terms of this special issue two key considerations are established—and we hope that these are taken into account in the design of future research. First, that definitions matter. Work is required to explore support via various peer relationships; pre-existing friendships, specialist peer support groups and temporally or physically proximal support structures (in schools for example); and clarity is needed as to what type of peer relationships are under study on each occasion. Secondly, developing a continuum of formal and informal support to characterise the ways that peer relationships/friendships can be integrated into safeguarding practice/policy might also provide a route for clarifying the types of interventions under study and their implications for service development. Formal peer support structures, that exist outside of young people's established friendships, offer specific benefits and require specific scaffolding; these requirements are different for informal support via pre-existing friendship. Questions might also be asked about what happens in the middle, where friendships form within formalised circles of support; friendships that may persist beyond a peer support intervention. Like my best friend … He's always there day and night. I can ring him at three o'clock in the morning and he'll answer the phone … He's very understanding, and he seems to say the right stuff. (Interview 6, male, 21 years)

Everyday Utopias: The Conceptual Life of Promising Spaces

Cultural and Social Representations on the Border: From Disagreement to Coexistence In the twentieth century, certain locations, symbols, and ritual practices along the Italian-Slovenian border were subject to various social and cultural representations. During that century, they primarily represented a subject of disagreement between both ethnic communities; however, in the last ten years, some groups and local authorities have been seeking opportunities to live together in coexistence.

The article analyses one of the reasons for the decrease in the fertility rate in the city of Volgograd, which is the emergence of the voluntary childlessness ideology and its popularity among young people aged 18 to 25. This article presents the results of the study aimed at identifying gender specificities of social representations of the Volgograd youth group about voluntary childlessness. The methodological basis for the research is J. Abrik and S. Moscovici’s theory of social perceptions. The image of a deliberately childless person is analyzed and the basic personal attributes, given to her by the young natives of Volgograd, are described. In this research, social representations are studied on the basis of the following methods: direct scaling, free association and semantic differential. Statistical data processing was conducted with the help of the SPSS program (“Statistical Package for the Social Sciences”) using the method of single-factor analysis of variance, as well as methods of descriptive statistics. As a method of analyzing text data, a prototypical analysis of P. Verges was chosen. The study involved 60 respondents aged 18 to 25. The sample was formed taking into account gender (30 men and 30 women); marital status was not considered. The results obtained in the course of the study showed that the social perceptions of the youth of the city of Volgograd about the voluntary childlessness differ depending on gender. The negative attitude towards the voluntary-childless community is manifested more among young women than men.

This research aims to reveal the social representation of voluntary childlessness (VC) on Instagram, focusing on how individuals construct and defend their childfree identity in a digital visual environment. Grounded in Social Representations Theory (SRT), the analysis examines 212 posts from Instagram accounts dedicated to VC content. Using netnography—a qualitative method for studying online communities—and thematic analysis, recurring patterns in how VC is communicated and negotiated are explored. Posts were selected based on relevant hashtags (e.g., #childfreebychoice) and representation-focused content, excluding promotional or antinatalist material. The analysis identifies three key mechanisms of representation: anchoring (e.g., the use of terms like “childfree” instead of “childless”), objectification (e.g., memes that visualize social stigmas), and repudiation (e.g., direct responses to common stigmas such as regret or selfishness). Findings demonstrate how Instagram functions as a space for identity performance, defensive communication, and resistance to dominant pronatalist narratives. This research contributes to digital representation scholarship by showing how platform affordances and user-generated content reshape marginalized social identities and offers practical implications for understanding how visual media enables counter-narratives that challenge traditional norms around parenthood.

Attitude and Social Representation

This article aims to map the global scientific production on social or cultural representations and breast cancer in Public Health and discuss how it is presented in the literature. We conducted a scoping review guided by the question: "How are cultural or social representations in the context of breast cancer described in the global scientific Public Health production?". We searched for works in five scientific literature sources and included 45 studies. The analytical process followed the content analysis technique in the thematic modality. The analyzed collection can be thematized into the following categories: (1) Compromised body image and interactions, (2) Spirituality, (3) Loss of control over life, (4) Going on with life, and (5) Association with ethnic-racial issues. Despite advances in biomedicine, we observed that representations of breast cancer still have metaphors associated with cancer in the last century. We conclude that, among other aspects, care for women with breast cancer cannot be guided only by biomedical and epidemiological approaches since this disease is traversed by knowledge that competes with these approaches.

This article aims to map the global scientific production on social or cultural representations and breast cancer in Public Health and discuss how it is presented in the literature. We conducted a scoping review guided by the question: “How are cultural or social representations in the context of breast cancer described in the global scientific Public Health production?”. We searched for works in five scientific literature sources and included 45 studies. The analytical process followed the content analysis technique in the thematic modality. The analyzed collection can be thematized into the following categories: (1) Compromised body image and interactions, (2) Spirituality, (3) Loss of control over life, (4) Going on with life, and (5) Association with ethnic-racial issues. Despite advances in biomedicine, we observed that representations of breast cancer still have metaphors associated with cancer in the last century. We conclude that, among other aspects, care for women with breast cancer cannot be guided only by biomedical and epidemiological approaches since this disease is traversed by knowledge that competes with these approaches.

This article aims to bring a reflection on the theory of Social Representations from the perspective of Social Psychology. From the bibliographic review, an analogy is made between the theories of social representations, to a concrete society, in this case, the Mozambican society. Social representations have been a topic widely discussed by several and categorized authors, many of them addressing the relationship between cognition-knowledge, individual and society. For this purpose, three Mozambican ethnicities were analyzed, namely, Macuas-Lomués, Ndaus and Tsongas, in which, based on the bibliographic verification of their cultures, beliefs and values, a real analogy can be drawn between the theories on social and cultural representations. the behaviors of these ethnic groups, which make clear the different social representations in the different regions that form the country called Mozambique.The basis of the research was the bibliographic review, both to address the theoretical supports, as well as to address the Mozambican reality.

This study explores the emerging role of food delivery services as platforms that go beyond commerce to support women's social networking and community recognition in Coimbatore, India. With the rise of digital platforms such as Swiggy, Zomato, WhatsApp, and Instagram, many women have transitioned into home-based food entrepreneurs, gaining both economic independence and social presence. The research investigates how these platforms facilitate peer interaction, emotional support, knowledge-sharing, and visibility within the local community. Data was collected through a structured questionnaire from 293 women engaged in food-related businesses, and analyzed using descriptive statistics, chi-square tests, Garrett ranking, and Spearman’s correlation. The findings show that participation in food delivery platforms significantly enhances local recognition, repeat customer trust, and personal branding. Furthermore, informal networks such as WhatsApp groups serve as vital support systems, enabling collaboration and reducing isolation. The study concludes that digital food platforms act not only as business tools but also as catalysts for women’s empowerment and community building. Recommendations include localized support networks, digital literacy training, and inclusive platform policies. The study offers important insights for policymakers, platform developers, and women-focused development programs, and highlights the potential for future research on long-term socio-economic impacts. Keywords: Women entrepreneurs, food delivery platforms, digital empowerment, social networking, community recognition, peer support, visibility.

Parents of school-age children with neurodevelopmental and conduct difficulties face elevated stress, reduced self-efficacy and relational strain, yet evidence for scalable, school-embedded support remains limited. Drawing on mentalization theory-which emphasises parents' capacity to understand behaviour in terms of underlying mental states-this mixed-methods study evaluated a weekly parent learning group integrating psychoeducation, mentalization-based practice and peer support, delivered within an alternative provision school. A group of twelve parents who attended at least six sessions completed retrospective pretest-posttest questionnaires assessing parental reflective functioning (PRFQ) and parenting self-efficacy (PSOC). Semi-structured interviews explored parents' subjective experiences and perceived changes in parent-child interactions and parent-school relationships. Quantitative outcomes were analysed using paired t-tests and effect sizes; qualitative data underwent reflexive thematic analysis. Quantitative analyses revealed statistically significant improvements in parental reflective functioning and self-efficacy. Pre-mentalizing scores decreased substantially (d = 1.34), indicating reductions in non-mentalizing, while interest and curiosity about children's mental states increased markedly (d = 1.83). Parenting self-efficacy improved significantly (d = 1.61). Although a reduction in excessive certainty about mental states approached significance (d = 0.63, p = 0.053), trends suggested greater epistemic balance. Qualitative analysis identified six themes elucidating mechanisms of change, including enhanced mentalizing capacity, reduced parental stress, transformed parent-child interactions and facilitation style as a critical active ingredient. Integration of findings suggests that psychoeducational content provided conceptual grounding for understanding behaviour, facilitator modelling scaffolded reflective practice, and relational safety within the group enabled authentic engagement with challenging experiences. These preliminary findings indicate that a school-based parent learning group combining psychoeducation, mentalization-based practice and peer support is feasible and associated with meaningful improvements in parental reflective functioning and self-efficacy. Parent narratives of transformed relational practices and shifts from reactive to reflective engagement echo broader literature demonstrating that group-delivered mentalization-oriented programmes can enhance reflective capacities and caregiving quality in diverse family contexts. The school setting may extend the reach of such interventions to families not engaged with clinical services and support collaborative parent-school partnerships. Future research should employ larger, controlled designs, incorporate observational and child outcome measures, and explore scalability across educational contexts.

Computer science research has increasingly documented social group bias in artificial intelligence (AI). Examples include bias against African Americans in software used by courts to determine bail and sentencing decisions (Angwin et al., 2016), facial recognition systems performing better on people with lighter skin (Buolamwini & Gebru, 2018), and a hiring algorithm penalizing graduates of women's colleges (Silberg & Manyika, 2019). Sources for AI bias are complex. They include bias in the initial data used by the AI along with the role of AI algorithms themselves in "amplifying" such initial biases (Ntoutsi et al., 2020). Effects of AI bias are commonly seen in search engine results that an AI application many use on a daily basis (Noble, 2018). Search engine bias represents a problem for language education because language materials creators are encouraged to harvest online content for their classes. Reasons for doing so include fostering linguistic authenticity (e.g., Akintunde & Famogbiyele, 2018) and cultural authenticity (Ahmadi & Derakhshan, 2016), especially through the integration of images or videos not created for language teaching. Multimedia materials from the internet can promote learner motivation by making language classes more vibrant, by aligning classes with students' interests, and by introducing up-to-date content (Zhang, 2013). The potential problem is when the teacher includes materials found through search engines with little awareness of the workings of bias in search engine results. Indeed, search engines are often even more trusted than traditional information sources such as news outlets (Bonart et al., 2020). In light of the foregoing, I conducted a small experiment. Imagining I wished to use images to teach vocabulary associated with interesting activities, I conducted a Google image search using the phrase people having fun. A partial screenshot of the results is reproduced in Figure 1. The results aptly illustrate the problem. Virtually all of those in the 778 resulting images of people were around their 20s (only 19 appeared to be in their 60s or older). While most were white, some were Black, but only eight were Asian. None were people with a visible disability, and many were involved in running, jumping, and swimming. None were fat. Most appeared to be engaged in middle-class pursuits such as vacationing on the beach. Only one was wearing a hijab. If I then selected some of these images to include in a vocabulary sheet, I could easily be reinscribing many forms of social group marginalization such as ableism, ageism, classism, and lookism. While the educator sensitive to biased representation might be able to compensate, this is actually difficult since such misrepresentation can be complex. My cursory analysis does not take into account additional forms of potential bias associated with the manner of representation in images. For example, studies of colorism indicate that when Black people are represented in mass media images there is a tendency to favor those with a more Eurocentric appearance, that is with straighter hair, thinner lips, narrower noses and, especially, lighter skin (Steele, 2016). Such an analysis also does not consider who is central in pictures and who is active vs. passive. Even more subtle issues of visual grammar such as camera angle and camera distance can convey meaning about individuals within the frame (Kress & van Leeuwen, 2006). For example, in one study of educational materials, non-Western people tended to be presented from a distance and from above with the viewer situated as voyeuristic consumer of the exotic other on display (Torres, 2015). I also made no effort to consider which images appeared before others in the results. This is important since search engine users tend to draw upon the first few results returned (Höchstötter & Lewandowski, 2009). Results like these are especially concerning because materials integrating them can represent a hidden curriculum, and such hidden curricula have potent effects upon learners. A hidden curriculum involving multimedia materials can levy particular power because of the strong socialization effects of such materials, especially upon children (Dubow et al., 2007). This is amply demonstrated by mass media promotion of unhealthy low-BMI bodies, sidestepping the accompanying eating disorder—sometimes fatal—that can result (Anderson-Fye, 2018). Limited empirical research in language teaching regarding unfair social group depictions confirms that there is already a problem with bias in social group representation in the materials used. Such research thus suggests a lack of mechanisms to take on the growing problem of AI/search engine bias. For example, despite multicultural claims, many English language teaching (ELT) materials fail to include representation of LGBT people, promoting a heteronormative stance (e.g., Appleby, 2017). Gender role stereotyping continues to be manifest in ELT materials (e.g., Söğüt, 2018). A study of ELT materials created by teachers across Japan revealed that entire social groups such as non-Anglo Americans and Africans were rendered invisible (Brown, 2021). The influence of media in general coupled with the power, ubiquity, and trust placed in ELT indicate that the potential for problematic social group depictions in materials should be strongly considered. Yet, often they are not. A recent analysis of evaluation schemes for language teaching materials found almost no attention to assessing social group representation as a criterion for materials acceptance decisions (Brown, 2023). Search engine bias dictates the need for a vigorous and cogent response from the ELT profession. Drawing upon critical media studies, language teachers can begin by taking two steps to address this problem. First, they can become familiar with forms of problematic representations of social groups in the mass media. These include ableism, ageism, andronormativity, Christonormativity, classism, colorism, heteronormativity, gender bias/sexism, lookism/sizeism, racism, and urbanormativity. While gaining expertise in these areas may seem daunting for the typical language teacher, simply reading up on any one of these issues is a step in the right direction and will provide increased awareness. The second action that can be taken is to become familiar with tools for detection of these issues. These include tools for understanding the manner of depictions, especially visual grammar and social semiotics in the case of visual artifacts and critical discourse analysis in the case of written texts. The act of becoming familiar with the forms of social group misrepresentation listed above will introduce the reader to important detection tools. There are some additional steps to be taken. One is for scholars in language education to make a greater effort to conduct research into social group representations in ELT materials. Another is for those engaged in training teachers to devote attention to this issue. Individuals involved with creating evaluation frameworks to be used for making decisions regarding the adoption of textbooks and other materials should strive to include social group representation as well. Without such changes, our efforts to promote linguistic authenticity via authentic materials may backfire, ironically promoting inauthentic—and marginalizing—social group representation. A final response is to train students themselves in critical media analysis; such a response dovetails aptly with the commitments of many formal curricula to media literacy and critical thinking. The issue of AI bias has engendered angst in popular discourse and among computer scientists. Search engine bias is recognized as one manifestation of this problem with social group representation looming especially large. Yet, ELT professionals routinely integrate materials sourced via search engines into their classes. Given the socialization power of multimedia materials, the workings of the hidden curriculum, and the ubiquity and power of ELT, social group representation is a pressing issue in teaching materials, especially those drawing upon search engine results. Probably most of us have at least a vague notion that search engine results are biased in some way. In order to act effectively, though, a systematic understanding must be developed in the professional educator. There is evidence, though, that such an understanding is currently insufficient within the field of ELT. Some might counter that by making efforts to actively promote fair social group representation, we are inserting ourselves into the political fray, deviating from some imagined mandate to "just teach language." I hope that this discussion has successfully demonstrated the fallacy of such a stance since doing nothing may easily allow for the promotion of social injustice through the mechanisms discussed here. Charles Allen Brown is a lecturer in the Purdue University Language and Cultural Exchange program. His research focuses particularly upon the hidden curriculum in English language teaching (ELT). These efforts include drawing upon critical media studies techniques to investigate social group representation within ELT materials used in East Asia.

More adults in prison need social care support. In some prisons, prisoners ('buddies') are trained to provide social care support for non-personal care tasks to other prisoners. These services are not mandated but have been proposed as a solution to support social care provision in prisons. Previous research explored delivery of peer support initiatives in prisons, but there has been little research evaluating the effectiveness, implementation and experience of social care peer support. There is a need to establish how best to measure the impact and cost of peer support schemes for social care in prisons in England and Wales. To evaluate peer support schemes for adult social care in prisons in England and Wales (including implementation, experiences, risks and benefits, outcomes and costs, available data, andhow to measure impact and cost). A rapid mixed-methods study, including a rapid systematic scoping review (n = 70 papers), a documentary analysis of 102 His Majesty's Inspectorate of Prisons reports, and a multisite study of implementation and experience. The multisite study included 1 workshop with national and local stakeholders (n = 13) and 71 interviews with national and local leads (n = 7), prison leads from 18 prisons (n = 20), staff (n = 7), peers (n = 18) and recipients (n = 19) from 5 prisons. Qualitative analysis took place in two phases: (1) rapid analysis (using rapid assessment procedure sheets) and (2) in-depth thematic analysis. We analysed availability of data to measure impact and cost of services. 'Buddies' are frequently used in prisons in England and Wales, filling an important gap in social care provision. Implementation varies, due to service, prison, staff and prisoner factors. Prison service instruction guidelines for peer-supported social care are not consistently being implemented. This study identified areas for improvement, for example the need for formal training for buddies and staff, and the need for clear standardised employment procedures. Buddy schemes are valued by staff, buddies and recipients. Some barriers were identified, for example, lack of peer and staff training and supervision, and prison regime. Peer-supported social care may have wide-reaching benefits, yet there are several risks for recipients and buddies that must be mitigated, including the potential for exploitation of the role by staff, buddies and recipients. It is currently not possible to evaluate impact and cost due to limited data. We have developed an evaluation guide which outlines operational, cost and outcome data that needs to be collected to enable regular monitoring and/or evaluation in future. There is a lack of data collected on impact and cost, so we were unable to measure effectiveness and cost in this study. Instead, we developed an evaluation framework to inform future impact and cost evaluations. National standards for peer-supported social care (including national data infrastructure) would enable robust monitoring and evaluations of effectiveness and cost-effectiveness of peer support for social care. Peer support services are well received by different stakeholders, but standardisation is needed to ensure they are sufficiently resourced and appropriately monitored and evaluated to mitigate against risks. This study is registered as researchregistry8783. This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: NIHR135689) and is published in full in Health and Social Care Delivery Research; Vol. 13, No. 1. See the NIHR Funding and Awards website for further award information.

This study explores peer support dynamics within open groups on social network sites among students from different disciplines—education, engineering, and entrepreneurship—at Quezon City University during the 2023-2024 academic year. Using a mixed methods approach, including surveys, interviews, and content analysis, the research investigates the extent, nature, and effectiveness of peer support in these online communities. Findings reveal that all disciplines experience high levels of effective information sharing and community building, though entrepreneurship students exhibit distinct patterns. Common challenges like information overload and moderation issues are identified, suggesting the need for tailored interventions. Despite some disciplinary differences, the overall perception of benefits and challenges is consistent. The study highlights the importance of discipline-specific peer support strategies, recommending active engagement, addressing challenges, and leveraging perceived benefits to strengthen peer support systems and enhance collaborative learning across academic fields.

This chapter points out how social class shapes representations of Caribbean culture in schools. In London and New York, Black Caribbean students drew on distinctiveness as a cultural strategy for pursuing power by distancing themselves from a more stigmatized group to escape the culture trap. However, Caribbean youth in New York often emphasized a different kind of distinctiveness than their counterparts in London. In New York, where Caribbean identities are deemed an asset, some Caribbean students defended claims of collective distinctiveness as an exercise in ethnic pride. In London, where Caribbean culture is misrepresented as a liability, some Caribbean students reject negative appraisals of their cultural identities through claims of individual distinctiveness. This chapter suggests that for Black Caribbean youth in London and New York, the groups they most consistently sought to distance themselves from were low-income Black people. This reveals the secret life of class in representations of culture.