Management of transitions to adult services for young people with eating disorders: survey of current practice in England

Aims and method The Royal College of Psychiatrists has published recommendations for managing transitions between child and adolescent mental health services (CAMHS) and adult services for eating disorders. A self-report questionnaire was designed to establish how many CAMHS teams meet these recommendations and was distributed to 70 teams providing eating disorders treatment in England. Results Of the 38 services that participated, 31 (81.6%) reported a flexible upper age limit for treatment. Only 6 services (15.8%) always transferred young people to a specialist adult eating disorders service and the majority transferred patients to either a specialist service or a community mental health team. Most services complied with recommended provision such as a written transition protocol (52.6%), individualised transition plans (78.9%), joint care with adult services (89.5%) and transition support for the family (73.7%). Clinical implications Services are largely compliant with the recommendations. It is a concern that only a small proportion of services are always able to refer to a specialist adult service and this is likely to be due to a relative lack of investment in adult services.

Challenges and Opportunities in a Local College in Time of COVID-19 Pandemic

The COVID-19 pandemic has presented challenges and opportunities to higher education institutions all over the world. This paper adds to the growing literature on new perspectives in education amidst the global pandemic. It discusses challenges and opportunities in the context of a local higher education institution. Inputs from teaching and non-teaching personnel were considered. Documentary analysis of proposed transition plans and actions plans from the different departments of the college was made. Recommendations to address these challenges were presented, which served as a basis in the formulation of a transition program in upgrading/sustaining quality education in a local college attuned to the needs of the times.

A comprehensive approach to a seamless transition into kindergarten

Every year, children enter PreK and kindergarten with varied early education experiences, and the COVID-19 pandemic has heightened the problem. The need to respond to students’ changing situations gives school districts and states an opportunity to reconsider how they are helping children and their families make the transition into kindergarten. Laura Bornfreund and Danielle Ewen suggest that, instead of developing more activities like information nights and school visits, districts and states should develop and implement annual transition plans designed to create alignment among all who support young children in the community, bringing them together to create goals and strategies for helping children move smoothly through early education.

Teacher Knowledge in Transition Planning: Does Locale Matter?

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Mining Transition and Hydropower Energy in Greece—Sustainable Governance of Water Resources Management in a Post-Lignite Era: The Case of Western Macedonia, Greece

The present study explores the process of Greece’s current decarbonisation transition and its energy policy regarding the country’s two coal-mining areas. Using the Region of Western Macedonia as a case study, we aimed at providing a holistic approach—as until now only few attempts have been made to systematise the ‘Just Transition Plans’ in European Union (EU)—for raising awareness on issues related to water resource management in post-lignite areas and analysing the use of hydropower in Greece. Our research draws on a flexible method approach, serving as a tool to identify gaps in current knowledge and practices, based on two stages—first the analysis of existing literature, reviews, and sources from government’s core strategies, as well as policy and decision-making papers, and then formulating research questions by synthesising relevant data. In Greece, both ‘Just Transition Development Plan of Lignite Areas’ and hydropower production practices overlook water resources management. By summarising our findings and identifying gaps that remain in current approaches, this work indicates future directions by suggesting processes necessary for addressing the complex issue of adoption of sustainable water resources management measures in post-lignite eras in accordance with EU’s water policy.

Towards a Territorially Just Climate Transition—Assessing the Swedish EU Territorial Just Transition Plan Development Process

The move towards a climate neutral economy and society requires policymakers and practitioners to carefully consider the core technical, social, and spatial dimensions of a just transition. This paper closely examines the processes undertaken during the development of EU Territorial Just Transition Plans (TJTPs) for the three Swedish regions of Gotland, Norrbotten, and Västra Götaland. The aim is to establish whether the content and actions outlined in the TJTPs were driven by the technical, social, or spatial dimensions of a just transition. The analysis is primarily based on a socio-economic and governance impact assessment conducted in each region as part of the TJTP formulation process. These data are also supported by observations of the TJTP development process by the article authors who were part of the team put together by DG Reform to work with the preparation of the TJTPs. The paper finds that the TJTPs development process was largely driven by technical considerations, rather than spatial and socio-economic issues. This indicates that a more open and inclusive place-based territorial approach to climate transition policy formulation and implementation is required. A balance between the technical, social, and spatial elements of a just transition is needed if policies are going to meet the requirements of local and regional citizens and provide sustainable socio-economic growth and environmental protection, without risks of delocalizing energy-intensive processes to other regions.

Leveraging technology to enhance STEM Education Amidst the Covid-19 pandemic: An overview of pertinent concerns

Although technology in its various forms had already permeated peoples’ lives, the closure of educational institutions worldwide due to the outbreak of the Covid-19 pandemic thrust education sectors in many countries into fraught experimentation with online learning. Many educators had to adopt pedagogical practices that were in tandem with online instruction. The pandemic had a silver lining as it opened doors to new ideas and technologies that could be leveraged to enhance STEM education. This paper adopts the desk top research approach to establish the technologies that were leverageable for STEM education during the ongoing pandemic, and to determine pertinent concerns about moving STEM education online. The study found that most institutions leveraged basic synchronous and asynchronous technologies for STEM education during the pandemic. The study also established that a few institutions were embracing sophisticated technology like Virtual Reality and Augmented Reality in enhancing STEM education. There were also institutions already training VR and VR experts to meet anticipated STEM education manpower needs. It was established that while the use of technology enhanced STEM education during the Covid-19 pandemic, it raised concerns about access, equity, quality and student engagement. To address these concerns, the study recommends that governments should invest in the provision of power in rural settings and subsidize the cost of hardware for students. For equity considerations, the disadvantaged should be prioritized in the provision of technology enablers for online STEM education and measures that safeguard them should be inbuilt in the online transition plans. Finally, where possible remote labs should be established but this is not possible, students should be allowed to take series of scheduled physical lab sessions in turns and rules of social distancing enforced. Countries should look to superior technologies for online STEM education so that any similar future occurrences do not stall practical STEM education sessions.