School absenteeism among trans and gender-diverse students: a scoping review and meta-synthesis of empirical literature

A scoping review of the literature on professional learning for MTSS

IntroductionSyria’s protracted conflict has devastated the health system reversing progress made on maternal health preconflict. Our aim is to understand the state of maternal health in Syria focused on underage...

Offenders with personality disorder cause disproportionate harm to society and pose significant challenges for those responsible for their care and rehabilitation. Personality disorders are heterogeneous in terms of symptoms, as well as their pathways to offending behaviour. Thus, there is limited evidence regarding effective interventions. One solution might be to focus on how interventions are delivered as well as what is delivered. Within the non-offender personality disorder literature, the identification of potential mediators of change has enabled interventions to focus on 'how' they are delivered (e.g., therapeutic alliance) rather than the intervention itself. We explore the evidence and present a scoping review of the available literature on the mechanisms of change in psychological treatments for offenders with personality disorder. Only one study was found in the scoping review, highlighting a significant gap in the evidence base. We discuss the implications of this finding and potential future directions.

Study abroad programmes are an increasingly popular component of social work education worldwide and a range of claims have been made about the associated benefits of these programmes. To explore the nature and extent of current knowledge in relation to student learning outcomes, a scoping review of social work literature was undertaken. A comprehensive search of scholarly databases for peer-reviewed social work studies, which examined student learning outcomes during and/or after participation in a short-term study abroad programme revealed a body of literature, predominantly from the Global North, with a wealth of qualitatively rich information and in-depth reflection on student experiences. While enhanced learning and understanding of social work were identified as primary benefits, increased intercultural awareness and enhanced professional identity were discussed as additional benefits. Emergent themes also exposed some gaps in knowledge about the longer-term outcomes of short-term study abroad programmes as well as equity and access issues for students. Drawing on the findings of the scoping review, implications for ethical programme development and delivery are considered, including the nature of relationships between host and destination countries, and the need for more comprehensive, longitudinal and mixed-methods research to assess the learning outcomes for programme participants.

Purpose: The purpose of this scoping review was to catalogue the current research on narrative medicine in the field of audiology. Furthermore, we aimed to identify future directions for research emphasizing the value and effectiveness of narrative medicine as a clinical technique leading to person-, child-, and family-centered care in hearing health care. Method: A scoping review of narrative medicine literature published between January 1, 1996, and March 5, 2023, was conducted across MEDLINE, Cumulative Index to Nursing and Allied Health Literature, and PsycINFO databases following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles included in the review were published in English and employed narrative medicine as an intervention technique in hearing health care. Multiple researchers reviewed the articles in three stages: (a) title review, (b) abstract review, and (c) full-text review based on the inclusion and exclusion criteria. Results: A total of three peer-reviewed case studies that employed narrative medicine in hearing health care met inclusion criteria for our scoping review. The three studies included implementation of the following narrative therapy techniques: (a) narrative building ( n = 3), (b) deconstructing ( n = 3), and (c) externalizing ( n = 2). Conclusions: Narrative medicine, specifically narrative therapy techniques, seems to hold promise for guiding patients toward change and more positive perspectives on their hearing health care since narrative techniques can lead to person-, child-, and family-centered care. However, with only three case studies uncovered in our search, further research is needed to better understand and quantify the value of narrative medicine in hearing research and care.

Objective: This Scoping review was conducted to explore the impact of education programs on asthmatic children's knowledge of asthma, quality of life, school absenteeism, and selfmanagement. Data sources: The Scoping review was restricted to randomized controlled trials and quasi-experimental designs. Studies published in the English language between 2000 and 2017 were retrieved from CINAHL, MEDLINE, OvidSP, Cochrane Library, ProQuest, and Google Scholar databases. Studies Selection: Along with specific inclusion and exclusion criteria for selecting studies, an evaluation for the quality of the experimental research based on the level of evidence was applied to categorize studies into poor to good quality. Results: Of the 1256 items initially identified references, 18 studies were included in the review to cover the impact of asthma education on four major areas: children's knowledge of asthma, quality of life, school absenteeism, and self-management. Conclusion: Despite some inconsistencies between the reviewed studies, asthma education programs demonstrated a positive effect on children's knowledge of asthma, quality of life, school absenteeism, and self-management. Further research on the effect of asthma education on children's activity level, symptoms, and emotional domains is warranted.

Background and Aim Current literature highlight the barriers trans, gender-diverse, and non-binary students experience to participation in Health and Physical Education (HPE) in school settings, however, the research meta-synthesizing the existing research is limited. This scoping review explores and synthesizes existing empirical literature identifying what is known about the experiences of trans, gender-diverse, and non-binary students in the school-based learning area of HPE. Methods In alignment with the PRISMA-ScR framework, the JBI manual for evidence synthesis, this scoping review drew on Arksey and O Malley’s five-stage framework. Six databases were used with literature search conducted on 9 June, 2025. Included empirical studies were written in English, peer-reviewed, full-text accessible online, with no restrictions to date or location, and relevant to the research question. Charted data was first meta-synthesized deductively using a modified three-level socio-ecological framework, and further meta-synthesized inductively using thematic analysis within the three levels. Results Ten studies were included in the final synthesis with four studies using qualitative methodologies, four cross-sectional, and two using mixed-methods approaches. Findings were meta-synthesized across three levels of barriers, with structural barriers included binary policies, limited curriculum inclusivity, and inconsistent application of supportive practices. Interpersonal barriers included peer bullying, misgendering, and lack of educator support, whilst individual barriers included emotional distress, gender dysphoria, and withdrawal from HPE participation. Collectively, these barriers were interconnected and reflect broader systematic issues of exclusion for trans, gender-diverse, and non-binary students. Conclusions The findings highlight how trans, gender-diverse, and non-binary students face multi-layered and ongoing challenges in accessing safe and inclusive HPE in schools in line with human rights obligations. These challenges are significantly informing the poor mental health of trans, gender-diverse, and non-binary students, including their long-term educational engagement and outcomes. Current inclusion practices are often reactive and inconsistent in nature, placing burden on already vulnerable students.

Systematic literature mapping can help researchers identify gaps in the research and provide a comprehensive overview of the available evidence. Despite the importance and benefits of conducting systematic scoping and mapping reviews, many researchers may not be familiar with the methods and best practices for conducting these types of reviews. This paper aims to address this gap by providing a step-by-step guide to conducting a systematic scoping or mapping review, drawing on examples from different fields. This study adopts a systematic literature review approach aiming to identify and present the steps of conducting scoping and mapping literature reviews and serves as a guide on conducting scoping or mapping systematic literature reviews. A number of 90 studies were included in this study. The findings describe the steps to follow when conducting scoping and mapping reviews and suggest the integration of the card sorting method as part of the process. The proposed steps for undertaking scoping and mapping reviews presented in this manuscript, highlight the importance of following a rigorous approach for conducting scoping or mapping reviews.

IntroductionPatient safety is a central pillar of healthcare quality. However, with repeated examples of failure emerging across healthcare, there is an ongoing need to better understand how the safety of care can be improved for patients. Evidence suggests that some population groups are more likely to inequitably experience healthcare harm. This review will look at what evidence exists on understanding patient safety harm and its causes and impact on different population groups and particularly those from marginalised backgrounds. It will also focus on what actions can be taken to address patient safety disparities and service improvements, including with patient and public involvement.Methods and analysisA scoping review of empirical and grey literature will be conducted following the Joanna Briggs Institute guidance. Medical databases such as Medline, EMBASE, PsycINFO will be searched for peer-reviewed articles and grey literature sources such as BASE, institutional and government repositories will be searched for reports, independent reviews, confidential enquiries, etc. These will be searched from 2001 to present for publications in English. Title and abstract and full text screening will be undertaken by one or more people acting as first reviewers and validated by a second reviewer. A data extraction form will be used to extract data including equity considerations following the PRO EDI framework. Data will be grouped thematically and analysed using a narrative approach.Ethics and disseminationEthics approval is not required for this work as the information used is publicly available. The findings of the review will be disseminated through stakeholder meetings, a peer-reviewed publication and conference presentations.Protocol registration numberosf.io/4mfus.

In the occupational therapy (OT) profession, peer supervision groups are recommended for professional development, lessening attrition, and relieving stress. Peer supervision is under researched, thus competencies to support this practice are unknown. The purpose of this scoping review was to: (1) summarize the research knowledge around peer supervision to support evidence-based practice in OT, (2) map supervision competencies and key themes in the literature, and (3) isolate peer supervision competencies that may be especially relevant to graduate-level OT students. The long-term aim of this research is to develop a framework for evidence-based peer supervision training. Researchers investigated the question: What competencies related to peer supervision, supervision in OT clinical education, and supervision in allied health are relevant to the education of graduate-level OT students? Using a six-step methodological framework, a scoping review of empirical, conceptual, and grey literature was conducted. Studies relevant to peer supervision, supervision in OT clinical education, and supervision practices in allied health professions were searched and appraised, yielding 15 high quality studies. Competencies were extracted and mapped, resulting in the following OT peer supervision competencies: flexibility, professional enculturation, providing constructive feedback, psychosocial support, teaching, and clinical skill acquisition. Findings suggest OT peer supervision competencies center on skillful relationship abilities, as supervision skills are not innate, not dependent on clinical skill, and typically need to be taught. This study warrants the need for additional efforts around supervision practices.

The use of image- and performance-enhancing drugs particularly anabolic-androgenic steroids (AAS) is not a new phenomenon. AAS use is not limited to athletes, with mainstream populations using these drugs for aesthetic purposes. Prevalence has been predominantly in Western countries, with some recent studies indicating a rise in popularity in the Eastern Mediterranean region. A scoping review of extant empirical literature from the Eastern Mediterranean region described and mapped what is known about the extent of AAS in the region. Four themes emerged from the review: (1) profile of AAS users; (2) AAS within gymnasium practice; (3) AAS regimes of use; and (4) knowledge and understanding of the AAS concept and related adverse effects. The review highlights a relatively new phenomenon of AAS use in the Eastern Mediterranean. The review underscores the need to carry out further research, particularly qualitative and quantitative studies with both genders, and cognisant of the complexities of culture and religiosity.

Designing opportunities for play in the built environment is crucial to support children’s health and development. A growing research focus on child-friendly environments has evidenced a shift toward creating spaces and buildings that take children’s needs seriously and work with children as capable experts and active collaborators. Yet, limited attention has focused on how different scholars conceptualise and operationalise research on understanding and designing opportunities for play in the built environment. This paper reports on the findings of a scoping review of peer-reviewed empirical literature (51 publications) from 1994 to 2019. We examine the trends and trajectories in conceptualising and operationalising research on understanding and designing opportunities for play and map the landscape of scholarship through four analytical categories: (1) who is involved in play and research studies, (2) what is the thematic focus and in what ways is play investigated in reviewed studies, (3) how are opportunities for play explored methodologically, including how/when are children involved in research, and (4) where do play and research studies occur. Our findings reveal three key challenges for future work: (i) greater appreciation and engagement with children’s diversity; (ii) ensuring a nuanced understanding of play as a spectrum of opportunities and types; and (iii) exploring the democratic context of play between formal and informal play spaces to bolster children’s right to the city. We invite researchers, practitioners, and policy makers to work closely with children, engage with their diversity and explore interdisciplinary and interprofessional avenues to promote opportunities for play across the built environment.

PurposeThe concept of digital badges (DBs) as a form of microcredentialing has gained considerable traction in higher education and workplace settings in recent years. This scoping review aims to map the empirical research conducted on DBs in higher education and workplace settings.Design/methodology/approachThe design of this study is a scoping literature review. This scoping review adopts the five-stage scoping framework proposed by Arksey and O’Malley (2005).FindingsBased upon our review of the 45 studies that comprised this scoping review of the empirical literature on DBs, we advance a typology that segments the empirical research based on whether DBs are used as pedagogical tools (PTs) or microcredentials. The authors found some confusion regarding nomenclature, numerous theories offered to explain DBs and divergent findings that suggest room for further exploration of this relatively new phenomenon.Originality/valueThis scoping review of the literature helps make sense of the emerging research landscape on DBs. The findings suggest that using DBs as a PT or as a microcredential has implications for a wide range of stakeholders regarding promoting lifelong learning, upskilling and reskilling the workforce. With the financial constraints facing higher education in a postpandemic environment, understanding the impact of DBs is needed before making an investment in this arena.

Although paediatric chronic pain is common, it is not yet clear which individuals with chronic pain are likely to seek health care for their pain. The aims of this study were to summarize the current evidence of the characteristics of children and adolescents with chronic pain who consult a physician or use medication for their pain. Additionally, we aimed to expand knowledge by further investigating key and promising, factors in a large community sample of adolescents. First, using scoping review methodology, studies on health care utilisation in paediatric chronic pain were identified by the systematic literature search. Out of 1,158 articles, 12 were included for data extraction. Second, in a population-based cross-sectional survey, data of N=2,280 adolescents (10-18years) and their parents (N=1,464), were analysed. Univariable logistic and multivariable LASSO regression models were calculated for adolescents with chronic pain (n=749) to identify predictors of physician visits or analgesics intake due to pain, controlling for acute illness and injury. The scoping review identified higher pain intensity, frequency, severity and pain-related disability as significant individual factors associated with physician consultation. Female sex and higher pain intensity were associated with medication consumption. Multivariable analyses with cross-sectional data revealed only pain-related school absence to be associated with physician consultation; analgesic medication use was associated with school absence and higher pain intensity. Original data from this study support prior findings. School absence and pain intensity, plausible surrogates for pain severity, are the most relevant factors in health care utilisation due to chronic pain. A scoping summary of existing research on predictors for physician consultation and medication use in children and adolescents with chronic pain is provided. Furthermore, the role of potential predictors for health care utilisation-sociodemographic, pain, school, psychological and parent-related characteristics-is analysed in a population-based cross-sectional survey. Controlling for illness and injuries, and using a strict chronic pain definition, the cross-sectional survey allows conclusions on healthcare utilisation specific to chronic pain in adolescents.

Black men have a 70-80% higher incidence of prostate cancer (PCa) and 120% higher rate of death from prostate cancer compared with men of other races and ethnicities in the US. This disparity in prostate cancer-related death represents the largest racial inequity of any cancer in the US. We conducted semi-structured interviews with Black men in Washington State assessing their knowledge, attitudes, and experiences around early detection of PCa. Findings revealed equity-related barriers Black men encounter in accessing prostate-specific antigen (PSA) tests, including: lack of information on the benefits and harms of PCa screening for patients and primary care providers (PCPs), perceived lack of understanding by PCPs of racial inequities in PCa outcomes, and lack of trusted relationships with PCPs to support PCa screening discussion and shared-decision making (SDM). A scoping review of scientific literature was conducted to identify existing studies reporting use, evaluation, or design of evidence-based or community-based toolkits used to increase SDM for PSA testing in Black men. The tools have the potential to be implemented in future clinical protocols or practice for encouraging PSA testing in Black men. Our search included papers indexed in PubMed, Embase, or CINAHL that evaluated the effectiveness or efficacy of SDM tools for PSA testing interventions and programs involving Black men from 2011-2022. Of 1,112 papers identified, our inclusion/exclusion criteria for the search yielded 8 studies, 4 of which were evidence-based interventions or evaluations that resulted in knowledge increase or awareness of PCa screening, and 4 of which were in community-based approaches or some form of community-engaged method. Cross-study comparisons were possible, as some focused on pre- and post-tests with emphasis on an increase in knowledge prevalence or the proportion of men who used the decision-making tools. The currently-available tools increased awareness of screening but did not increase the application or intent to engage in PSA testing or dialogue with providers. Our scoping review demonstrates a gap in knowledge and a need to create an evidence-based, community-based, patient-centered SDM intervention that will increase awareness, education, and support for PCa early detection among Black men through accessible, culturally relevant, and accurate clinical SDM that can be used in future practice or clinical trials. We have acquired funding through a cancer center support grant for further work in creating a community-engaged tool that will utilize a Community-Based Knowledge-to-Action approach in developing a collaborative, SDM toolkit for Black men and their providers to use that will give accurate, relevant information about PCa risk, PSA testing, and increased likelihood to engage in PSA testing for Black men. Citation Format: Dante Morehead, Jenney Lee, Ben Young, Victor Tolbert, John Masembe, Sung Min Kim, Katherine Briant, Erika Wolff, John Gore, Yaw Nyame. Community-based knowledge-to-action: Early detection of prostate cancer in Black men, shared decision-making tools, and clinical toolkits — a scoping literature review [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A048.