ABSTRACT This study examined the impact of a peer-led outdoor orientation program (OOP) on the wellbeing of university students. The OOP, designed to support students in their transition to post-secondary education, was offered each summer over a 10-year period. Drawing upon journal reflections and interviews from peer-leaders and student participants, data from 15 interviews and 19 reflective journals were thematically analyzed to identify the impacts of participation in an OOP on peer relationships and wellbeing. Four main themes and five sub-themes were developed. Teamwork, overcoming obstacles, shared experiences and ‘having fun with friends’ helped build sustainable peer networks that facilitated self-efficacy, mentorship capacity and a sense of belonging between and among peer-leaders and student participants. In turn, wellbeing was improved. These findings illuminate how the impact of peer networks inform a sociological understanding of student wellbeing and holds implications for similar intentionally led OOPs offered at other post-secondary educational institutions.

Patient Acceptability of the Modified Zelen Approach to Randomized Trials - A Survey of the CAPS THA Cohort.

This study examined demographic characteristics and vocational rehabilitation (VR) services associated with job retention, defined as maintaining employed status at VR case closure, among individuals with mental health conditions who were employed at the time of VR application. A secondary analysis of the U.S. Department of Education's Rehabilitation Services Administration Case Service Report data set was conducted, combining Program Years 2022 and 2023. The analytic sample included 5,679 prime working-age adults (25-54) with mental health conditions who were employed at VR entry and received at least one service. Employment status at case closure (retained employment vs. not employed) was the dependent variable. Predictors included demographic and socioeconomic factors (age, gender, race/ethnicity, secondary disability, significant disability status, low-income status, Supplemental Security Income/Social Security Disability Insurance receipt, postsecondary education) and VR services received. Hierarchical logistic regression was used to evaluate predictors across two steps. Overall, 59.4% of participants were employed at case closure. Having postsecondary education increased the chances of staying employed, while being low-income, having a secondary disability, or receiving Supplemental Security Income/Social Security Disability Insurance reduced those chances. Several VR services made a clear difference: Supported employment and short-term job supports had the strongest positive impact, followed by job placement assistance, maintenance support for basic needs, and transportation assistance. Findings suggest that VR may benefit from placing greater emphasis on employment retention. Services that stabilize employment and address socioeconomic barriers improve retention. Counselors and policymakers should prioritize supported employment, short-term supports, and maintenance services while addressing systemic barriers. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Sociodemographic and clinical predictors of resilience in individuals with osteogenesis imperfecta.

ABSTRACT Students with disabilities who are forced to leave their homes due to armed conflict, persecution, environmental crises, or other forms of involuntary displacement, within their country or internationally, face compounded barriers to accessing and succeeding in post-secondary education. Yet, their experiences, educational trajectories, and the supports available to them remain underexplored. This scoping review examines existing empirical research on the experiences of students with disabilities in post-secondary education who come from forced migration backgrounds. By addressing the intersection of disability, displacement, and post-secondary education, this review highlights the unique challenges faced by this population as well as supports identified as effective and essential for educational access, participation, and success. Only seven peer-reviewed articles published internationally between 2008 and 2024 were located, revealing a significant gap in research and understanding of these experiences. The findings of this paper were synthesised to identify seven major challenges and 10 enablers that illustrate how financial, social, institutional, and psychological factors impact on these students’ post-secondary education opportunities and success. Directions for further research, as well as recommendations for inclusive education policy and practice in post-secondary contexts – institutions, educators, policymakers, as well as community and government organisations involved in settlement support – are provided.

ABSTRACT This research examines how contemporary restagers conceptualize and implement restaging methods in postsecondary dance education. Through interviews with four artists actively restaging choreographic works from modern and postmodern lineages in academic settings, the study identifies meaning-making as central to restaging pedagogies. The author analyzes how these approaches respond to the evolving concert dance landscape, particularly the shift toward versatile, collaborative careers, and discusses how restaging processes can honor choreographic integrity while emphasizing community building, interpretive freedom, and creative process engagement. These methods enable students to develop unique relationships with dances of the past while building skills relevant to contemporary careers. By framing restaging approaches as a pedagogy of restaging, this research creates a pathway for deliberately using dance restaging as an educational tool that impacts curricular choices and student sense-making.

Evolving Demographics and Injury Characteristics of US Traumatic Spinal Cord Injury, 1972-2024.

The 24 h movement behavior cycle (24hMB) has been increasingly studied in older adults. However, longitudinal changes in the 24hMB cycle and its potential correlates are poorly understood, particularly in low to middle-income countries. This study investigated longitudinal changes of 24hMB and their potential correlates in Brazilian older adults. The 24hMB was assessed in community-dwelling older adults aged 60-80 years using hip accelerometry (ActiGraph GT3X+) over 1 week at baseline and follow-up. Outcomes included nocturnal sleep time (NST), sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Longitudinal changes and associations between changes in 24hMB and potential baseline correlates (age, sex, body mass index, post-secondary education, and multimorbidity) were examined using generalized estimating equations. A total of 86 participants were analyzed (67.4 ± 5.3 years; mean follow-up: 4.0 ± 0.4 years). No changes were observed in NST (p > 0.05). However, sedentary time increased (36 ± 86 min/day), while LPA (16 ± 63 min/day) and MVPA (9 ± 20 min/day) decreased over 4 years (p < 0.05). Older age was associated with reduced NST and increased sedentary time over time. Female sex was associated with reduced NST and increased sedentary time and MVPA. No associations were found between multimorbidity, BMI, and education level and changes in 24hMB (p > 0.05). After a 4-year period, older adults experienced an overall increase in sedentary time and a decrease in physical activity, while NST remained stable. The correlates associated with changes in NST, sedentary time, and physical activity may help inform targeted interventions to improve 24hMB.

To examine temporal changes in late diagnosis of HIV (LD) among migrant and non-migrant people with HIV in Sweden 2003-2023 and to assess demographic and socioeconomic risk factors for LD in these two populations. People with HIV diagnosed with HIV-1 in Sweden 2003-2023 were included (n = 6278). LD was defined as a first CD4+ T-cell count <350 cells/μL or an AIDS-defining event within 3 months of diagnosis. People with HIV with evidence of recent infection were reclassified as non-late. Temporal changes in LD were examined using descriptive statistics and regression analyses. To assess risk factors for LD, modified Poisson regression was employed. Risk factor analyses were restricted to 2010-2020 when complete sociodemographic data were available (n = 2778). Data were obtained from Swedish national registries. The absolute incidence of total and late HIV diagnoses decreased over the study period, whereas the annual proportion of LD varied between 46% and 60% and trended upwards. LD occurred in 41% of non-migrant people with HIV and 58% of migrant people with HIV. Among non-migrant people with HIV, having an upper secondary education or less was associated with LD compared to post-secondary education, as was male sex with heterosexual HIV acquisition and higher age. For migrant people with HIV, neither lower education nor income was statistically significantly associated with LD. Instead, higher age, certain birth regions, heterosexual acquisition and male sex with acquisition through injection drug use were associated with LD. LD declined in absolute terms yet constituted a high and increasing proportion of new HIV cases in Sweden 2003-2023, with differing sociodemographic determinants by migrant status.

Currently, five million students attending post-secondary education are also caregivers, with impacts on academic success, mental health, and retention. Rooted in the age-inclusivity in higher education model, this paper illustrates how mixed-methods data from a campus-wide study can be used to assess the prevalence and impact of unpaid caregiving on students. Respondents (n = 241) who identified as a caregiver described their caregiving circumstances and completed measures related to the impact of caregiving on personal care, academic aspects, and quality of life. Lack of support (47.0%) and financial matters surrounding caregiving (26.2%) placed student caregivers at risk for low quality of life. Qualitative data from focus groups (n = 16) showed that student caregivers encompassed a range of challenges, emotions, and coping strategies. Guided by the age-inclusive domains framework, universities can empower student caregivers to balance family responsibilities with career and personal growth regardless of age.

ObjectiveThe objective of this scoping review is to systematically identify and map the extent, range, and nature of research that explicitly articulates Equity, Diversity, and Inclusion (EDI) within post-secondary student (PSS) mental health and well-being research, and to describe how EDI is conceptualized, operationalized, and implemented across study designs and research processes.IntroductionResearch addressing PSS mental health and well-being has grown substantially; concurrently, EDI has become a prominent institutional and research priority within post-secondary systems. Despite this convergence, no evidence synthesis has systematically examined how EDI is explicitly integrated into PSS mental health and well-being research.Inclusion criteriaThis review will include research studies of any design that explicitly articulate EDI within PSS mental health and well-being research. Eligible studies must focus on students enrolled in accredited post-secondary institutions and examine mental health or well-being within post-secondary education contexts.MethodsThe review will be conducted in accordance with JBI methodology for scoping reviews and guided by the Population–Concept–Context framework. A three-step search strategy will be implemented. Electronic database searches will be conducted in MEDLINE, PsycINFO, CINAHL, EMBASE, ERIC, and Scopus or Web of Science, supplemented by targeted searches of eligible grey literature and reference list screening. Records will undergo title and abstract screening by two independent reviewers, followed by full-text screening. Data will be extracted using a structured, pilot-tested tool designed to capture how EDI is defined, framed, and integrated across stages of the research process. Extracted data will be synthesized using descriptive summary statistics, basic qualitative content analysis, and tabular and graphical mapping to address the review questions. The protocol was developed through sustained engagement with PSS with lived experience of mental health and well-being, including students from equity-deserving groups.

To better understand the dynamics of goat breeding systems, a face-to-face survey was conducted with 48 goat farmers in different localities of Tizi-Ouzou province in the Kabylia region. The study aimed to characterize local production systems and assess how socioeconomic factors such as age, gender, education level, and breeding experience influence goat rearing practices. Relationships between farmer characteristics and husbandry practices were examined using multivariate analyses (multiple correspondence and cluster analysis) to identify farm features and classify them into farming typologies. More than half of the farmers had a secondary school level, 27% had post-secondary education, and 6% were university graduates, while only 10% were illiterate. Goat breeding was predominantly carried out by men (88%), and the average farmer age was about 40 years. For nearly half of the respondents (49%), goat farming represented the primary source of income, while also contributing to self-consumption and family celebrations. Mixed farming with goats and sheep was common (51%), with some farmers also keeping cattle, poultry, horses, or donkeys. Herd sizes were generally small, with 71% owning fewer than 25 goats. Cluster analysis identified four farming typologies. Cluster 1 (11 farmers) represented an extensive or pastoral system. Cluster 2 (14 farmers) reflected an improved traditional farming system. Cluster 3 (18 farmers) corresponded to an improved traditional livestock system. Cluster 4 (5 farmers) consisted of more intensive systems with larger herds. Differences among clusters were mainly related to land use, facilities and equipment, grazing practices, herd expansion and size, and preventive health programs. Overall, this study provides valuable insights into goat rearing practices, contributing to a better understanding of local production systems in the mountainous region of Kabylia.

ABSTRACT Previous research on inequalities in physical activity (PA) during school time has mainly focused on identifying differences between groups within social categories. Less attention has been given to pupils’ own perspectives on how their social categories influence their physical activity. Therefore, this study aims to explore pupils’ understanding of the importance of, and the intersections between, social categories in PA during school time. This study is part of a larger research project with a multiple-case study design involving two municipal schools in a suburb of Western Sweden. Pupils’ background (Swedish or foreign) and parental post-secondary education distinguished the two schools. In spring 2024, 52 pupils in Year Five, Seven, and Nine participated in 11 semi-structured focus group interviews focusing on the meanings, relations, and rankings of gender, ethnic culture, economy, age, and religion. Data were analysed through reflexive thematic analysis, adopting an abductive approach. The findings highlighted the importance of, and the intersections between, social categories within PA during school time, which are shaped by categorical comparisons, pupil interactions, and institutional structures. In particular, pupils constructed gender and age as especially important and closely intersecting. Furthermore, through the intersection of power relations structured by gender and age, older boys gained notable privilege. The pupils also stressed the importance of context, recognising that social categories, such as the economy, carry different importance within and outside school. This study underscores that heterogeneity or homogeneity among pupils’ social categories can shape the importance of, and the intersections between, these social categories. These insights, along with an understanding of contextual and domain-specific factors, are crucial for analysing the structures that underpin power relations in PA during school time, a subject that warrants further study.

ABSTRACT Despite the growing desire for mental performance training by athletes, coaches, and athletics administrators, there is often limited availability of such services in a variety of sport contexts, including post-secondary education. In response to the ongoing demand for sport psychology services at our Canadian university, a team of graduate students launched the “Students and Athletes Rising Together” (START) initiative to enhance the availability of such support for the teams at our institution. This paper outlines the structure of our initiative within a post-secondary education context, highlighting reflections, recommendations, and considerations stemming from our experience of sport psychology service integration. This commentary aims to contribute to ongoing discourse on mental performance programming by offering a transparent account of our student-led initiative and sharing reflections and considerations that may inform the development of applied sport psychology services within post-secondary sport contexts.

Since the COVID-19 pandemic, online and blended learning environments have become increasingly prevalent in postsecondary education. However, despite their high accessibility and scalability, many learners experience decreased engagement and reduced learning outcomes in online settings. One factor contributing to this decline is drowsiness, which weakens sustained attention and learning efficiency. Existing camera-based behavioral monitoring systems can detect overt signs of drowsiness but are limited by privacy concerns, lighting conditions, and low sensitivity to subtle behavioral or cognitive changes. To address these limitations, this study proposes an electroencephalography (EEG)-based brain–computer interface (BCI) system that continuously monitors learners’ brain activity to detect drowsiness in real time and provides immediate auditory feedback to help sustain alertness during online learning. The research comprised two stages. In the first stage, EEG data from 14 university students were analyzed to determine a threshold for drowsiness detection; combined theta–alpha power at C3 electrode site was used as the EEG indicator. In the second stage, the system was tested in an authentic online learning context with two groups of participants: an experimental group that received real-time auditory feedback (n = 19) and a control group that did not (n = 22). Learning performance was evaluated through pre- and post-lecture tests. Additionally, the experimental group completed a post-lecture survey on user experience and perceived usefulness. Notably, the experimental group exhibited fewer drowsiness detections, indicating more sustained wakefulness throughout the lecture. The post-lecture test scores were, on average, 20% higher in the experimental group, although the difference was not statistically significant. Nevertheless, survey responses revealed that most participants perceived the alarms as helpful and timely in maintaining focus. Overall, the findings suggest that EEG-based real-time drowsiness monitoring and feedback systems can serve as promising intervention tools to enhance learner engagement in online learning environments.

ObjectiveTo examine trends in mental health service use across four provider types (family doctors, psychiatrists, psychologists, and social workers) and identify sociodemographic predictors of provider-specific access in Canada.MethodsThis study analyzes seven cycles (2007–2020) of the Canadian Community Health Survey, a nationally representative cross-sectional survey. Trends over time were examined using weighted proportions and counts of service users. Weighted multivariable logistic regression models were applied to the 2019–2020 cycle to assess associations between sociodemographic factors and provider-specific service use.ResultsFamily doctors were consistently the most accessed providers for mental health concerns, followed by psychologists and social workers, with psychiatrists being least accessed. Psychologist and social worker use increased between 2017 and 2019. In the adjusted regression models (2019–2020), women had higher odds of using family doctors (AOR = 1.21, 95% CI: 1.05–1.39) and social workers (1.19, 1.02–1.40) and lower odds of psychiatrists (AOR = 0.66, 95% CI:0.55–0.79) than men. Adults 65 + had greater odds of family-doctor use (AOR = 4.82, 95% CI: 3.59–6.47) and lower odds of psychologist (AOR = 0.33, 95% CI: 0.24–0.45) and social-worker use (AOR = 0.21, 95% CI:0.16–0.29) than ages 12–17. Post-secondary education (vs less than secondary school) was associated with higher psychologist use (AOR = 1.83, 95% CI 1.12–2.98). Higher income (≥$80,000 vs < $20,000) was associated with lower psychiatrist use (AOR = 0.66, 95% CI 0.50–0.86). Non-Indigenous respondents more often used psychologists (AOR = 1.58, 95% CI: 1.13–2.23), and respondents who are not a visible minority more often used family doctors (AOR = 1.37, 95% CI:1.06–1.77).ConclusionThis study reveals a stratified mental health care system in Canada, where sociodemographic factors shape who accesses which providers. While primary care dominates, growth in psychologist and social worker use suggests shifting patterns of engagement. Findings underscore the need for policies that address financial and structural barriers, promote equitable access, and expand coverage for community-based mental health providers.

ABSTRACT While efforts to increase college access and completion have historically focused on recent high school graduates, state policymakers have begun to realize that, in order to expand their competitive workforce, they also need to increase postsecondary attainment among adults. In this study, we use data from the Integrated Postsecondary Education Data System and a differences-in-differences approach to estimate the impact of adult-targeted state grant aid on enrollment and completion outcomes across 10 different states. We find that effects vary across states, with positive effects on enrollment and completion primarily concentrated at eligible two-year institutions. We also find some statistically significant negative effects which suggest that the grant aid programs may have induced individuals to trade-off between institution types, or competing policies may have drawn away adults who otherwise would have enrolled into the workforce. Our results have implications for future policy efforts aimed at increasing the postsecondary attainment of adults.

ABSTRACT In this paper, we delve into the multifaceted process of designing inclusive curricula in post-secondary education for students with intellectual disabilities, using a Universal Design for Learning (UDL) approach. We begin by conceptualising an inclusive curriculum, discussing the theoretical foundations and key principles that underpin this approach. Following this, we explore the diversity of curricula in post-secondary education, with a specific focus on Ireland’s perspective, highlighting the unique challenges and opportunities faced by Irish institutions. We then examine the UDL-based inclusive curriculum within an inclusive programme for students with intellectual disabilities in an Irish higher education institution, providing a detailed analysis of how UDL principles are implemented to cater to diverse learning needs. The paper then addresses curriculum design from methodological perspectives, discussing various strategies and frameworks that can be employed to create effective and inclusive educational environments. Finally, we review examples of inclusive curriculum implementations, illustrating the practical applications and outcomes of UDL-based curriculum design in enhancing educational accessibility and quality for all students. This paper offers a contribution to the current debate around curriculum for students with intellectual disabilities through the examples of UDL-based implementations that show inclusive teaching and learning practices in the post-secondary education context.

Nepal has experienced a substantial decline in fertility over the past three decades; however, notable heterogeneity persists across sociocultural groups. This study examines how constitutionally defined caste, ethnicity, and religion shape fertility behaviour after accounting for education, wealth, and structural determinants. By applying a repeated cross-sectional framework, the study provides new evidence on long-term patterns and shifting trajectories across population subgroups. The study analysed data from six rounds of the Nepal Demographic and Health Survey (1996-2022), comprising currently married women aged 15-49. Separate analyses (individual period and pooled) were done for lifetime (15-49 years) and completed (40-49) fertility. A survey-adjusted Poisson regression model was used to estimate associations with the number of children ever born (CEB). Duration since marriage was included as the exposure variable to account for variation in reproductive risk time. A pooled interaction model (caste/ethnicity x survey year) assessed temporal changes in sociocultural fertility differentials. Women's educational attainment was the strongest and most consistent predictor of lower fertility, with women aged 40-49 with post-secondary education having substantially lower expected CEB than those with no schooling. Among women aged 15-49, wealth, met need for contraception, and urban residence were also associated with reduced fertility. Sociocultural differentials persisted after adjustment: Muslim women had higher expected CEB than Arya women across most survey years; Madheshi women exhibited rising fertility relative to Arya women in interaction models; Janjati women showed accelerated fertility decline; and the pooled effect for Dalit women was not statistically significant. Fertility heterogeneity in Nepal reflects the combined influence of sociocultural identity and structural conditions. While education is the key driver of fertility reduction, persistent differences among Muslim and Madheshi communities indicate the need for culturally tailored reproductive health strategies. Policies should prioritise universal completion of secondary education for girls, as well as equity-focused empowerment and family planning initiatives to address remaining disparities.

Involuntary psychiatric detentions have been increasing in Ontario, raising concerns about patient rights and health equity. Social determinants such as immigration status, indigeneity, housing instability, and socioeconomic disadvantage are known to contribute to this trend. However, population-level evidence on how these factors influence involuntary admissions remains limited. Using data from the Ontario Mental Health Reporting System (2013-2023), the authors analyzed 53,088 adult psychiatric detentions. Sociodemographic and clinical variables from the Resident Assessment Instrument-Mental Health were assessed by logistic regression, adjusted for age, sex, psychiatric diagnosis, and previous psychiatric admissions. Joinpoint regression was used to evaluate temporal trends. Involuntary admission and psychiatric assessment accounted for 28.2% and 25.2% of hospitalizations, respectively. Recent and long-term immigrants had significantly higher odds of involuntary admission (adjusted OR [AOR]=1.37 and 1.51, respectively). Indigenous identity was associated with increased odds of psychiatric assessment (AOR=3.06) but not involuntary admission. Postsecondary education lowered the risk for involuntary psychiatric admission (AOR=0.84). Homelessness and no income were associated with increased odds of psychiatric assessment (AORs=1.73 and 1.11, respectively) and with involuntary admission (AOR=1.87 and 1.43, respectively). Recent and long-term immigrants also had lower odds of psychiatric assessment (AOR=0.81 and 0.95, respectively). Annual involuntary admission rates increased by 3.3% over the decade. Immigrants, homeless individuals, and those with lower education or income face disproportionate risks for involuntary psychiatric detention in Ontario. Policies that address upstream social determinants, such as housing and income support, and ensure culturally safe preventive care are needed to reduce coercion and promote equity.