Abstract This study examines the relationship between encounters with the criminal justice system and psychological well-being in a large U.S. sample. This project builds upon previous research about the negative outcomes tied to such encounters by examining potential long term negative effects on people’s subjective well-being and sense of meaning and purpose in life. Panel study participants indicated their lifetime exposure to the criminal justice system, and then, about two years later, indicated their current subjective well-being and sense of meaning and purpose in life. Our findings reveal that the number of past police arrests is associated with reductions in well-being, with the first arrest showing the strongest effect. When controlling for number of previous arrests, no other aspect of exposure to the criminal justice system (e.g., the presence of a criminal conviction, amount of time spent detained) was significantly related to well-being. Race and gender predict encounters with the criminal justice system, but the relation to well-being remains consistent across demographics. Given the importance of meaning and life purpose as a protective factor against trauma and stress, it is vital to understand how first encounters with the criminal justice system, in particular, are related to people’s sense of purpose and meaning.

Abstract The COVID-19 pandemic, as a global health crisis, has disrupted schools and students’ lives, and raised concern about an increase in social inequality. Three hypotheses were examined: 1. Between pre-COVID-19, during COVID-19, and post-COVID-19, there will be a decrease over time in the percentage of matriculation certificate (PMC) and outstanding matriculation certificate eligibility (POMC) in schools; (H2) The decrease in PMC over time will be greater in schools in the Arab sector compared to those in the Jewish sector and within each educational sector, in low-socioeconomic schools compared to high-socioeconomic schools; (H3) Sectorial and socioeconomic differences in schools’ POMC eligibility over time will be greater than the PMC eligibility. These hypotheses were tested within the context of the Ministry of Education modification of the format of matriculation exams, at 12th grade. The data included 863 schools in the Jewish and Arab sectors on four time points: pre (2019), during (2020-2021), and post-COVID-19 (2022). Descriptive analysis and a two-level linear mixed model with repeated measures were conducted. An increase in the percentage of matriculation certificate eligibility was found in schools, particularly in disadvantaged ones, reducing sectoral and socioeconomic inequality. At the same time there was an increase in the percentage of outstanding matriculation certificates, mainly among advantaged schools, leading to an increase in inequality. The findings indicate a decrease in vertical stratification and an increase in horizontal stratification, emphasizing the complexity of promoting educational opportunities in the era of risk society.

Abstract The COVID-19 pandemic and the February 6, 2023 Earthquake in Kahramanmaraş, Türkiye have posed significant challenges to pre-service teacher education. The swift transition from face-to-face to remote teaching has led to social injustices, while students and pre-service teachers affected by the earthquake have had to adapt to new environments, including practicum schools. This case study, therefore, explores pre-service teachers’ sense of injustices in the aftermath of these crises and the resolutions that they implement to address these challenges. Participants include six pre-service teachers attending their practicum in the aftermath of the earthquake. Data come from retrospective interviews, journals, and social justice-oriented lesson plans. The analysis, carried out through coding, identified themes such as pre-service teachers' perception of injustice, responsive teaching practices, and reflections on these practices in the post-disaster term. In findings, each theme underscores the relationship between social and educational injustices, and professional responsibility and agency, providing a comprehensive understanding of PSTs’ roles in addressing injustices. PSTs reported a transition from viewing teaching merely as content delivery to recognising it as a dynamic interaction that addresses students’ emotional and social needs. PSTs’ responsive practices illustrate that SJTEP can serve as a tool for fostering awareness and advocacy for both social and educational injustices. Implications are shared to empower teacher education policies for promoting SJTEP in practicum.