"If he did it, I can do it, too. I can change my life around": The social model of recovery within the context of recovery homes accepting residents prescribed medications for opioid use disorder.

​​​​​​​​​​​​​​​​Abstract: This qualitative phenomenological study examined how elementary educators in two rural east-central Pennsylvania counties perceive the implementation of trauma-informed practices (TIPs). Semi-structured interviews were conducted with 13 participants (3 administrators; 10 teachers) who implemented TIPs for at least one year. Analysis followed a hybrid coding approach (deductive alignment to SAMHSA's principles with inductive codes for emergent ideas) and second-cycle thematic synthesis. Findings, organized by three research questions (implementation process; curricular integration; system-level change), showed (a) Implementation as transformation, driven by leadership modeling, peer coaching, and a shift from consequence-first to connection-first; (b) Curricular integration through safety, voice, and choice, with teachers embedding predictable routines, brief regulation breaks, and options for task response; and (c) System shifts, including reframed walkthroughs, strengthened staff coherence, and early evidence within the first year of calmer classrooms and improved relationships. Nine teachers described initial challenges balancing instruction with decoding trauma responses; all three administrators emphasized coaching and consistency. Implications include phased rollouts, coaching structures, and observable indicators that align TIPs with pacing and standards. Limitations include a single-region sample and self-report data. The study contributes practitioner-ready guidance for sustainable TIP implementation in K-6 settings.​​​​​​​

Undergraduate teacher education students are required to produce quality research. To assist their research journey, they were tasked with joining Research Peer Coaching (Respeerching), a supplemental practice designed to help students learn and conduct research. Relative to these, the researchers explored the learning insights and experiences of teacher education students in the Respeerching activities. Fifteen (15) participants were selected through purposive sampling. Through the use of thematic analyses, the findings revealed positive impressions of the intervention, including the explicit explanation provided by student-coaches, intact collaboration as approachable mentors, and reduced group conflicts in the research. The study also demonstrated that challenges were successfully addressed during the process. These were the communication stressors and the initial feeling of uneasiness among the coaches. To further improve the research peer coaching, student-participants recommended utilizing the activity in a face-to-face setting and making some time adjustments to increase participation. The study's findings will serve as a basis for enhancing this intervention. It is further concluded that this researchpeer coaching strategy can give assistance to teacher education students in conducting research.

Adolescent mental health is a global concern, with the prevalence of psychological disorders such as anxiety, depression, and academic stress increasing significantly over the past decade. Schools, as the primary environment for adolescents, have strategic potential to serve as platforms for systematic, inclusive, and integrated interventions. Although numerous intervention programs have been implemented, there is a lack of comprehensive reviews that comprehensively map their forms, and implementation challenges. To map the form of school-based psychological intervention aimed at improving the mental health of adolescents at the secondary education level. This study design followed a scoping review approach based on the Arksey and O'Malley framework. A literature search was conducted in Scopus, PubMed, and CINAHL databases for studies published between 2005 and 2025. Inclusion criteria were established based on the Population, Concept, Context (PCC) framework, and article selection was reported using a PRISMA Flow Diagram. Data extraction and thematic analysis were conducted independently by two authors with experience in the field of mental health. Thirteen studies met inclusion criteria. Interventions were predominantly structured and delivered in school settings by trained teachers, counselors, psychologists, peer coaches, or trained non specialist personnel across multiple sessions integrated into school timetables. Approaches covered cognitive behavioral components, mindfulness and yoga, hope enhancement and life coaching, and resilience training. Outcomes most commonly addressed internalizing symptoms such as anxiety, depressive symptoms, and academic stress, while a subset also assessed positive psychological constructs including well-being, hope, resilience, and social support. Implementation features such as school readiness, facilitator training and supervision, curricular fit, and scheduling feasibility were frequently noted in relation to variability in reported outcomes. Target populations ranged from universal cohorts to indicated groups with elevated symptoms, underscoring the importance of contextual adaptation. School-based psychological interventions can be an effective strategy for improving adolescent mental health if they are evidence-based, contextually tailored, and supported by sustainable policies. Future research should expand geographic coverage, develop longitudinal designs, and explore scalable digital interventions.

Teachers’ professional competence is an important determinant of the quality of education and student achievement. In the Indonesian context, school principals play an important role as instructional leaders, facilitators, and supervisors in strengthening teachers’ professional capacity. This qualitative descriptive study aims to explore the role of school principals in improving the professional competence of teachers at SD Negeri 2 Benua, South Konawe Regency. Data was collected through interviews, observations, and document analysis, involving principals, teachers, and school supervisors. These findings reveal that principals use three key strategies: (1) providing ongoing professional development through workshops and internal training, (2) strengthening collegial collaboration through teacher working groups and peer coaching, and (3) implementing instructional supervision to ensure the quality of teaching. These efforts contribute to a significant improvement in teachers’ mastery of subject matter, pedagogical skills, and classroom management. The study concludes that effective principal leadership practices are essential in promoting sustainable teacher professional competence in primary schools.

BackgroundThe WHO Safe Childbirth Checklist (SCC) has been implemented in diverse settings to improve the quality and safety of intrapartum care, but implementation strategies and their relationship with adoption and fidelity remain heterogeneous and incompletely described.ObjectivesTo describe the landscape of SCC implementation, map the implementation strategies used and explore how these strategies were reported in relation to adoption and fidelity.Eligibility criteriaWe included primary studies reporting SCC implementation in healthcare settings that described at least one implementation strategy, with no restrictions on country or language. Studies that did not report implementation strategies or did not involve SCC use in real-world care settings were excluded.Sources of evidenceWe searched PubMed, Embase, CINAHL, Global Health and Global Index Medicus (June 2024), screened reference lists and consulted grey literature for the period 2009–2024.Charting methodsThis scoping review followed JBI methodology (Peters et al) and was reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. We extracted study characteristics and implementation findings, coded strategies using the Expert Recommendations for Implementing Change (ERIC) taxonomy and grouped them by clusters. Adoption (initial uptake) and fidelity (adherence to core components) were categorised following Proctor’s implementation outcomes. We created a descriptive implementation intensity score and conducted exploratory analyses (tertiles, boxplot).Results34 studies described 19 SCC implementation projects across 16 countries. We identified 24 distinct ERIC strategies, with most projects using 5–11 strategies. Frequently reported strategies included educational meetings, audit and feedback, supervision, contextual adaptation and leadership or champions. Exploratory analyses did not show consistent associations between implementation intensity and adoption or fidelity. ‘Change infrastructure’ strategies (such as record system or equipment changes) were variably defined and warrant cautious interpretation. Adaptations (eg, translation and alignment with national guidelines) were common and aimed at improving local fit, but heterogeneous reporting limited cross-study comparability.ConclusionsSCC implementation has relied on diverse, multicomponent strategies, yet reporting—especially of strategy content and adaptations—remains insufficient, constraining comparison and synthesis across settings. As a pragmatic bundle, implementers may prioritise brief team training, unit-level champions and leadership signals, point-of-care audit and feedback, light-touch SCC adaptation that preserves core content and structured supervision or peer coaching, combined with systematic inclusion of women and families through codesign and companion-mediated prompting. Using theory-informed frameworks (such as Exploration, Preparation, Implementation, and Sustainment and Consolidated Framework for Implementation Research [CFIR]) and standardised reporting tools (eg, Proctor’s outcomes; Template for Intervention Description and Replication / Standards for Reporting Implementation Studies [TIDieR/StaRI]) can make SCC implementation strategies more transparent, comparable and scalable.RegistrationOpen Science Framework: https://doi.org/10.17605/OSF.IO/RWY27.

The purpose of the present study was to contextually describe philology students' artificial intelligence (AI) literacy, cultural literacy (CL), and intercultural communication proficiency (ICP) levels in Kazakhstan while examining how these three competencies differ in terms of gender and grade level. The study evaluated the predictive power of AI literacy and CL on ICP. It was conducted using a survey with a sample of 334 students studying in philology departments at four universities in Kazakhstan. Data collection tools were the Artificial Literacy Scale, Cultural Literacy Scale, and Intercultural Communication Competence Scale. Data were analyzed using independent t-tests, F-tests, and multiple regression analysis. The findings revealed that philology students' AI literacy was high, but their practical application skills were moderate. Male students were more successful in AI literacy, while female students had cultural and intercultural competencies. Significant improvement was observed across all three competencies as grade levels increased, with AI and cultural literacy accounting for 23.7% of intercultural communication competence. To improve AI skill sets, philology curricula should prioritize the practical use of AI tools, adopt gender-inclusive pedagogical approaches, create learning environments supported by peer coaching and mixed-task learning, integrate AI-supported critical thinking tasks, establish institutional-level ethical use policies, and provide faculty with AI integration training. Future research should include mixed-method and longitudinal studies.

IntroductionMany people with long-term conditions such as pain and arthritis struggle with their health and well-being. To support better self-management, a new peer-delivered coaching intervention (Health Connect Coaching) was set up at a National Health Service integrated care organisation in Southwest England. Based on principles of personalised care and supported goal setting, the one-to-one coaching programme, targeting patients with low activation, delivered coaching sessions in a step-down approach over 6 months. A randomised controlled feasibility trial (fRCT) of Health Connect Coaching was conducted to inform the design of a definitive randomised controlled trial. This article reports the embedded qualitative component of the fRCT, describing the experiences of coaches, peers and staff of implementing and participating in the intervention and trial that ultimately struggled to recruit sufficient peers.MethodsSemi-structured online interviews were conducted with coaches (n=16) and peers (n=6), and informal discussions held with staff (n=7). Interviews were recorded and transcribed verbatim, and summaries of informal discussions were made. Data were analysed using thematic framework analysis.ResultsFour themes were identified from the interview and discussion data: (1) motivation for participation, (2) balance, (3) flexibility and (4) connection and building relationships.ConclusionOne-to-one peer coaching demonstrates potential as an intervention to enable people to better manage their chronic health condition. However, in people with low activation, programmes and effectiveness studies need to pay close attention in their design to the motivation of peers, flexible delivery models that enable connection but can accommodate fluctuating needs and facilitating links between coaching services and clinical teams.Trial registration numberISRCTN12623577.

What if leadership in higher education wasn’t about position or power—but about purpose, connection, and collective impact? This workshop invites you to think differently about leadership. It offers space to reflect, write, and reimagine your leadership practice in a way that is relational, values-led, and grounded in community. Together, we will challenge dominant ideas—such as the lone hero, top-down command, or leadership as control—and instead explore approaches that centre listening, inclusion, and alignment across roles, disciplines, and initiatives. Designed for educators, researchers, professional staff, and academic leaders at all levels, the workshop creates a collegial and constructive space for deep thinking and real conversation. Participants will engage with structured frameworks to identify their leadership contexts, surface the challenges and opportunities they face, and explore what it means to bring people along to do hard things—together. Through guided writing, narrative development, and critically constructive peer coaching, this is a space for people who want to lead with clarity, kindness, and commitment to shared purpose.

Abstract This study examined teachers’ ( n = 19), and peer coaches’ ( n = 10) perceptions of a job-embedded peer coaching professional development intervention designed to support teachers’ assistive technology (AT) use in inclusive preschool classrooms. Under this professional development model, school-based personnel, trained as coaches, supported teachers' AT use. The six-month professional development intervention combined online learning modules, access to AT tools, and structured peer coaching cycles. Data from participant focus groups and teachers’ written reflections were analyzed using thematic analysis. Findings revealed teachers’ and coaches’ agreement that the job-embedded coaching intervention expanded teachers' understanding and use of a range of AT and enhanced student engagement, communication, and participation. At the same time, participants noted multiple barriers to optimal implementation of the model, including time constraints, classroom management challenges, and staffing shortages. Study findings support the promise of job-embedded peer coaching for AT implementation while underscoring the critical need for structural reforms that are essential for peer coaching to reach its full potential.

Peer coaching is a form of faculty development in which faculty improve their teaching skills through collaborative work or peer observation of teaching. As a tool grounded in experiential learning, peer coaching promotes targeted feedback, reflection on action, and collegial exchange to improve teacher self-efficacy and trainee learning outcomes. Nevertheless, faculty developers face challenges in creating sustainable, effective peer coaching programs as faculty fear scrutiny of their teaching practices. Additionally, to promote collegial exchange, faculty (the person observed and peer coach) must trust one another and accept vulnerability. Without attending to trust, faculty developers may find themselves on black ice, designing and implementing ineffective peer coaching programs. In this Black Ice article, we underscore the role of trust in peer coaching and present five ways to help faculty developers get a grip by incorporating trust into the design and implementation of peer coaching programs, optimizing its efficacy.

Background and aimSustained lifestyle changes are crucial for the remission of type 2 diabetes (T2D) but remain challenging. Citizen initiatives using peer coaching and self-management may offer a promising alternative to professional medical care. This study evaluated Your Lifestyle As Medicine (YLAM), a Dutch citizen initiative for people with T2D. We aimed to assess its impact on metabolic parameters and to examine participants’ engagement.MethodsThis observational study analysed self-reported data on weight, waist circumference, fasting glucose and glycated haemoglobin (HbA1c) from participants in YLAM’s online community. Participants could report their self-measured data on a weekly basis. Linear mixed-model analyses, stratified by sex, were used to assess changes in metabolic parameters over time. Additionally, we evaluated participants’ engagement through reporting duration and weekly reporting rates.ResultsWe assessed all 232 people with T2D who reported multiple measurements for at least 3 months. The median reporting duration was 11.2 months (IQR 4.6–26.5). Weekly reporting rates were 59% for weight, 55% for waist circumference and 52% for fasting glucose, and 12-weekly reporting rates were 49% for HbA1c. Overall, mean weight, waist circumference, fasting glucose and HbA1c improved in the first year in both women and men. More specifically, weight decreased by 7.2 kg in women (95% CI –7.6 to –6.8) and by 7.4 kg in men (95% CI –8.0 to –6.8). This represented a mean relative weight loss of 9.0% (SD 7.7) and 8.6% (SD 6.5), respectively. Waist circumference decreased by 8.9 cm in women (95% CI –9.4 to –8.5) and by 8.5 cm in men (95% CI –9.1 to –7.8). Fasting glucose decreased by 1.15 mmol/L in women (95% CI –1.32 to –0.98) and by 0.49 mmol/L in men (95% CI –0.75 to –0.23). HbA1c decreased by 14.5 mmol/mol in women (95% CI –17.4 to –11.6) and by 9.1 mmol/mol in men (95% CI –13.2 to –5.0). Of all participants, 44% reported data for longer than a year and demonstrated sustained improvements in weight and waist circumference in the long term.ConclusionThis study provides evidence for substantial and sustained improvements in self-reported metabolic parameters in people with T2D engaged in a citizen initiative without medical supervision. Initiatives like YLAM offer a promising, accessible and scalable strategy to address the growing burden of lifestyle-related diseases.

Patient outcomes for sickle cell disease with support staff-driven interventions: A scoping review

IntroductionInterprofessional collaborative care (IPC) is essential for effective healthcare delivery, particularly in managing chronic conditions such as diabetes in primary care settings. However, early-career health professionals (ECHPs) often encounter significant challenges when establishing effective IPC, given its inherent complexity. This study explores how ECHPs in primary care clinics navigate and engage in IPC for diabetes management.MethodsA qualitative study was conducted from 1st December 2021–1st October 2022 at two Malaysian primary care clinics (urban and suburban). Seven ECHPs meeting predefined criteria (6 months to 5 years’ experience, no postgraduate degree) were purposively sampled and interviewed until data saturation. In-depth semi-structured interviews (face-to-face or virtually via Zoom), conducted in either English or Malay, were audio- or video-recorded and transcribed verbatim. Data were analyzed using Braun and Clarke’s reflexive thematic analysis with constant comparison to ensure rigor.ResultsSeven main themes emerged regarding how ECHPs in primary care clinics navigate and engage in interprofessional collaborative practices: (1) Initiating and continuing dialogue, (2) Creating cohesiveness, (3) Effective ways of communication, (4) Having own personal values, (5) Willing to work synergistically, (6) Learning from each other, and (7) Embracing diversities and resolving conflict. These themes represent interrelated components that ECHPs had adopted to effectively engage in interprofessional collaborative practices.ConclusionIPC in diabetes management is a complex system requiring ECHPs to employ interrelated components for effective engagement. ECHPs overcame hierarchical barriers through proactive dialogue, reflecting a shift toward egalitarian teamwork. Digital platforms aided coordination, though face-to-face interactions were preferred for complex cases and direct communication. Team cohesion was strengthened through shared leadership, conflict resolution, and interprofessional learning, enabling ECHPs to adapt and contribute confidently. Educational institutions should integrate emotional intelligence, negotiation skills and digital ethics into IPC curricula. Healthcare organizations must reinforce collaborative practices through policies, mentorship and structured training to bridge theory-practice gaps. Future research should explore informal socialization, peer coaching and long-term digital communication impacts to strengthen IPC support for ECHPs.

ABSTRACT This qualitative phenomenological study explores Secondary school teachers’ perceptions of how cognitive coaching enhances self-efficacy, supporting self-improvement and professional development. Research highlights a strong link between coaching and self-efficacy, with coaching fostering optimism, reflective growth, and improved teaching practices. This study examines how non-evaluative coaching observations and validation of new methods contribute to increased teacher confidence. Using Interpretative Phenomenological Analysis (IPA), the study identifies key themes through coding and thematic analysis of semi-structured interviews with eight secondary teachers in a school in Wales participating in a peer coaching programme. Four main themes emerged: (1) attitudes towards coaching, (2) its impact on teaching practices, (3) perceptions of self-efficacy, and (4) relationships with coach-coachees. Findings suggest that cognitive coaching enhances reflective practice, self-directed learning, and overall teacher efficacy. The study is relevant to both Primary and Secondary schools, providing insights into how a coaching model supports professional growth and enriches pedagogy. Additionally, it offers implications for leadership teams considering coaching as a sustainable, in-house professional development approach aligned with policy initiatives promoting schools as ‘Learning Organisations’.

Abstract This study investigated an 18‑week teacher education model grounded in technological pedagogical content knowledge (TPACK). Known as CATERR (comprehending, analyzing, teaching, evaluating, reflecting, and refining), this teacher education model cultivated the computer-assisted language learning (CALL) competencies of 43 content and language integrated learning (CLIL) preservice teachers (PSTs) from Taiwan. The model promotes peer coaching, where participants collaborate, reflect, and refine their teaching over three rounds. The study utilized a multi-method case study and triangulated the quantitative and qualitative data. Quantitative data refers to the TPACK-CLIL questionnaire administered before and after the teacher education model. Qualitative data included lesson plans, self-analysis, teaching demonstration videos, revised lesson plans, classroom discussion records, peer evaluations, and reflection notes. Data analysis involved paired-samples t-tests and descriptive statistics for the coding framework, thematic analysis for qualitative data, and a repeated measures ANOVA to compare three total scores across three rounds using scoring rubrics. Results showed that the CATERR teacher education model enhanced CLIL PSTs’ self-perceived and observed CALL competencies. Specifically, as “digital native” PSTs with high levels of technological knowledge (TK), they successfully transferred their TK into TPACK by adding pedagogical values and contextualizing the ICT tools in their CLIL lessons. Meanwhile, their ability to use ICT tools to facilitate interaction and students’ autonomous learning substantially improved. The theoretical and pedagogical implications for CALL teacher education research and practice are discussed.

BackgroundWhile the importance of prevention in the workplace is widely recognized, the implementation of preventive tasks by occupational physicians (OPs) in the Netherlands remains limited. To support OPs in their preventive role, a peer coaching intervention was developed and implemented in existing peer groups. Peer coaching has been studied in various settings, but not yet in the context of occupational health. The aim of this study was therefore to examine the effects of the intervention on OPs’ execution of preventive tasks in practice.MethodsA total of 41 peer groups including 231 OPs participated in this cluster randomized controlled trial, of which 21 groups were assigned to the intervention condition (N = 106) and 20 to the control condition (N = 125). The intervention consisted of three peer coaching meetings aimed to promote the execution of preventive tasks. Data regarding the execution of preventive tasks, measured as percentage of their working time and hours allocated to specific preventive tasks, were collected at baseline, six-month and twelve-month follow-up. The effect of the intervention was examined by linear multilevel analysis.ResultsBoth the intervention and control group increased the percentage of working time allocated to prevention, from 14% at baseline to 17% at twelve-months follow-up, but no significant differences between the study groups were found. For specific preventive tasks, the intervention group increased their time allocated to giving secondary prevention advice with 5 monthly hours compared to baseline. For other preventive tasks, no effects were found.DiscussionThe intervention was found to not have an effect: both the intervention and control condition significantly increased their percentage of working time allocated to preventive tasks. This was possibly due to contextual factors. Future studies should focus on willingness of employers and OHS to invest in prevention, and refinement of the intervention under study.Key messages• Despite the intervention, time allocated to prevention increased equally in both groups, likely due to growing contextual awareness in the professional field about the importance of prevention.• The intervention improved time spent on secondary prevention, but systemic barriers like employer cooperation and financial incentives limited broader implementation of preventive tasks.

Success Central is a peer mentoring program developed at a mid-size regional university to support the persistence of college students. Success Central peer mentors use college life coaching techniques to help mentees build the skills necessary for college success. This paper will begin with an introduction to issues affecting the persistence of residential versus commuter students. The differential impact that Success Central has on residential versus commuter student success will be examined via statistical analyses. The paper will end with a discussion of the results and case examples illustrating the model.

ABSTRACT The digital generation of EFL (English as a foreign language) students is ubiquitously surrounded by smartphone apps and social media for language learning. In these informal digital learning environments, EFL students’ purposeful adoption of self-regulation strategies has turned into a productive research area. This study aimed to investigate different types of EFL students’ mobile-assisted self-regulation, the salient features of apps promoting MASRLL (mobile-assisted self-regulated language learning), skill-specific MASRLL strategies informed by students’ lived semester-long experiences, and students’ practical recommendations for designing optimal MASRLL environments. To these ends, the researcher collected the data through semi-structured interviews, online discussions, classroom presentations and screencasts, weblog diaries, and reflection journals. The findings demonstrated that MASRLL is promoted by (1) mobile-assisted instructional design: ludic pedagogy, micro teaching, digital storytelling, peer coaching, personalized learning, and authentic multimodality, (2) mobile-assisted assessment: adaptive assessment, edutainment-rich assessment, scenario-based assessment, and e-portfolio assessment, (3) mobile-assisted task design: skill-specific mini-games, collaborative tasks, surprise challenges, and gamified tasks, and (4) mobile-assisted learning spaces: learner interaction, learner input, and learner community. The results further showed that the students mainly used cognitive and behavioral strategies to regulate learning language skills/components in a MALL environment. To optimize MASRLL, the participants recommended using in-app purchase features, assigning live team challenges, building in-app learning communities, developing a system of integrated apps, using learner-generated digital contents, designing needs-specific ESP (English for specific purposes) apps, and defining in-app learning analytics systems.

The growth of the midwifery model of care depends on the preparation of new midwives, which necessitates skilled midwifery clinical preceptors. The University of Utah, Rutgers University, and PRONTO International supported by the New Jersey Department of Health, created the Precepting Through Perinatal Emergencies Workshop. We developed this sustainable in-person and virtual preceptor educational content through iterative feedback and pilot testing with active New Jersey midwifery preceptors. The preceptor training centered around introducing preceptors to evidence-based educational tools like the Educational Time Out, a teaching strategy using guided discovery learning concepts, goal setting, peer coaching strategies, and adult learning theories to enhance communication and debriefing skills. The in-person, highly interactive workshops included didactic lessons, role-plays, and 2 high-fidelity person-centered simulation scenarios and debriefs using the model developed by PRONTO International. The initial workshop's success led us to create a facilitation workshop for preceptors to learn how to train others and 3 online asynchronous modules to augment the learning. Midwifery preceptors who completed the facilitator training were equipped with the requisite skills, knowledge, and supplies needed to repeat the training in their home facilities.