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Homophobic, biphobic, and transphobic (HBT) bullying in schools is a significant issue that educators, scholars and the greater academic community must address. This type of bullying not only impacts on the mental health and well-being of young people, but also influences the overall school climate for both students and staff. Despite ongoing challenges, there is a growing movement to foster more inclusive school environments for LGBT+ individuals. Based on a large-scale research project involving over 850 English schools, the authors examine the incidence of HBT bullying and the strategies schools use to address it. It begins by contextualizing HBT bullying and LGBT inclusion within current policy frameworks, exploring preventive approaches in English schools, and providing insights from staff and pupils at primary and secondary levels. The work then presents an experiential perspective on the prevalence and responses to HBT bullying as reported by students and staff, highlighting the challenges schools face, and varying experiences based on sexuality and gender identity. The final chapters focus on LGBT inclusion, detailing how schools incorporate LGBT identities into the curriculum and culture, and the benefits of this work. This important text is essential reading for students and scholars in the fields of childhood studies, education studies, gender studies, psychology, sexuality studies, sociology, and youth studies. It is also valuable research for policymakers, practitioner and activist audiences, as well as those with a more personal interest.

Professional practice in schools and colleges is widely acknowledged to be a collaborative activity among teachers, schools, researchers, university faculty, and administrators. In recent years, cross-school collaboration has come to be viewed as necessary for furthering school improvement and reform and has received attention in many global education systems. Focusing on cross-school networks in China, Ye offers insight into what enables professional learning networks (PLNs) to support professional learning within and across these networks. Innovations in Teachers’ Professional Learning Networks in China examines external factors related to the education system such as migration, local economy, geography, rural-urban education gaps, alongside internal education factors like PLN members’ mutual understandings, resource exchanges and network flexibility. Chapters offers unique insights into the forms learning networks for professionals in education have taken in recent history, particularly in an Eastern context, and how this relates to contemporary global conceptualisations of PLNs.

The mental health effects of climate change and other ecological crises have become the object of intense public concern, giving rise to wide-ranging academic and popular debates over “eco-anxiety” and “climate anxiety.” This book offers the first extended sociological analysis of the phenomenon of eco-anxiety, engaging critically with the varied and ongoing claims-making activities through which it has been constructed as an urgent social problem. Arguing that a critical sociological perspective can shed new light upon the complex social and cultural influences feeding into the alleged “epidemic” of eco-anxiety, Soron adopts a constructionist approach to eco-anxiety that highlights the processes by which this putative condition has come to be framed as a crisis demanding a concerted collective response. Addressing key gaps and tensions within eco-anxiety discourse, this book addresses the ways in which expressions of distress over mounting environmental crises, and the various political claims that flow from them, are being shaped though the highly specific idiom of therapeutic culture. Without disputing the legitimacy of popular concerns over an environmentally uncertain future, Eco-Anxiety Rising brings debates over eco-anxiety and climate anxiety into an extended dialogue with the emergent literature on therapeutic culture and the sociology of social problems, seeking to contextualize and engage critically with a problem that has been discussed primarily from a psychological or medical vantage point.

Vampire Leaders Suck sheds light on the characteristics and impacts of a form of toxic leadership that sucks the life out of individuals, groups, and organizations. Using vampire lore allegory, leader experiences, and critical examination, it book equips readers with the knowledge and tools to identify, understand, and counteract these detrimental behaviors. This book aims to unveil the mystic of vampirism as a precursor to fostering a culture of positive leadership by contrasting vampire-like qualities with strategies for nurturing supportive, inspiring, and ethical leadership. Though the content of this book plays out in higher education, the relatability makes the content a valuable resource for educators, administrators, HR professionals, and policy makers.

Despite discourses of inclusivity and gender equity in higher education, women’s experiences reflected in Motherhood and Initial Teacher Education (ITE) suggest that educational institutions involved in ITE provision can be inflexible and lacking empathy for student teachers who are mothers (STMs). Drawing on interviews with two cohorts of STMs following a one-year ITE programme (before and during COVID-19), the book provides a thoughtful and research-informed discussion of the challenges the women faced, and the shifts in practice adopted by ITE providers during the pandemic. Motherhood and Initial Teacher Education raises issues for consideration by ITE providers and practitioners who work with STMs. The book raises awareness of how this largely overlooked group of students might be better supported, drawing on some of the lessons learned during COVID-19, when educational institutions offered increased flexibility and family-friendly policies. The authors consider what shifts might be needed in UKHE policy and culture to cultivate compassionate, gender-equitable, educational institutions. The study also offers insights for mothers who are embarking upon ITE, or thinking of applying. The work is timely, as it has implications for teacher recruitment, at a time when appropriately qualified teachers are in short supply.

In traditional schooling, language and literacy development are often prioritized at the expense of early engagement with science, social studies, and the arts. Content rich, inquiry-based learning is typically delayed—especially in the early years. Maker Pedagogy: A Paradigm for Teaching, Learning, and Leading in the Modern School challenges this model by presenting an inclusive, transdisciplinary approach to learning rooted in children’s natural ways of exploring and understanding the world. In maker-centered classrooms, students collaborate, problem-solve, and engage with meaningful content through hands-on experiences that foster creativity, agency, and persistence. Rather than isolating “making” as a separate subject or reserving it for specialized spaces, Bridget Looney positions maker pedagogy as a flexible, equitable framework for teaching and learning across grade levels and content areas. Grounded in empirical research, this book showcases how K–12 teachers have implemented maker pedagogy with varying levels of institutional support. Through richly detailed case studies, Looney explores the affordances and tensions of integrating making into school culture, curriculum, and leadership—providing insight into what supports inclusive, sustained, and child-centered innovation. Maker pedagogy’s focus on democratic participation, equity, and empowerment extends to school leadership where it calls upon teachers, students, and those in formal school leadership roles to examine and develop school policies and practices together.

We are in an era marked by rapid geopolitical shifts and evolving security challenges, the need for a comprehensive understanding of intelligence failures and strategic surprises has never been more critical. In this important work, Frederic Lemieux analyzes intelligence failures and strategic surprises in geopolitical contexts, offering historical and contemporary case studies, exploring causes and consequences, and providing insights into improving intelligence practices and understanding future geopolitical challenges.Bridging the gap between academic theory and practical intelligence analysis in the context of modern geopolitical instability, Lemieux features in-depth case studies spanning over eight decades, from the attack on Pearl Harbor in 1941 to the recent Hamas Attack in 2023. Recounting not only the events but also dissecting the types and sources of intelligence failures and their broader geopolitical implications, this historical breadth provides readers with a diverse range of scenarios to understand the evolution and recurring patterns of intelligence oversights. By exploring how technological advancements such as artificial intelligence can mitigate human cognitive biases, Lemieux presents a forward-looking perspective on intelligence practices. Operating under the premise that understanding past failures is crucial for improving future intelligence operations, this study demonstrates how we can re-shape international relations and emphasizes the importance of adapting intelligence analysis to the changing nature of global threats.A timely work which integrates insights from political science, psychology, history, and technology, this text provides intelligence professionals, policymakers, scholars, and students with a nuanced understanding of the complex interplay between intelligence, decision-making, and geopolitical dynamics.

Positive Psychology is a swiftly expanding field, attracting academics who commit their careers to its advancement. Although happiness was initially a focal point in Positive Psychology research, some academic circles now prefer the more precise concept of flourishing. Without doubt, the primary goal of Positive Psychology is to enhance flourishing, even though the term happiness holds broader significance through history and across cultures.This work is the first to look at happiness as a crucial aspect of Positive Psychology. Authors Sandie McHugh and Jerome Carson begin by introducing definitions of happiness and Positive Psychology, followed by a discussion on the measurement of happiness. The study then navigates through the historical evolution of these concepts, exploring the transition from Humanistic Psychology to Positive Psychology and the shift from happiness to flourishing. Chapters explore the global perspective on happiness, focusing on enhancing happiness through individual and external interventions. It concludes by contemplating the future of happiness and Positive Psychology, summarizing self-help interventions and reflecting on the lessons learned throughout the exploration.Happiness and Positive Psychology is essential reading for academic professionals in Positive Psychology seeking theoretical insights and for students in Positive Psychology programs looking for foundational knowledge and practical insights. Psychologists specializing in well-being and flourishing, researchers in humanistic psychology, and practitioners in applied positive psychology, such as therapists and counsellors, benefit from real-world case studies presented throughout the work.

A lot of uncertainty exists among professors in higher education about what the role of supervisor entails. This uncertainty concerns, among other things, what it means to comply with research ethical principles. Wittek brings together new knowledge and information concerning international guidelines for research ethics in relation to reliability, honesty, respect and accountability; empirical studies on supervision that sheds light on research integrity in supervision and guidance; and practical cases and questions taken from real situations in higher education. Chapters focus on what supervisors can do to make the ethical guidelines transparent and ensure that their practice is in accordance with the European Federation of Academies of Sciences and Humanities (ALLEA) principles. The challenges discussed include how is trust established in guidance and supervision, co-authorship and ownership of data and the need for supervisors to be responsive and sensitive to the vulnerability that can characterise younger researchers who are in an early phase of their career. Supervision in Higher Education: A Research Ethics Perspective unpacks what current research ethical principles can mean for the supervision of PhD and MA candidates and provides guidance for less formalised contexts. A must-read for supervisors in higher education across all disciplines and professions.

There is a great interest around the world in how teachers are prepared, the content of their education and training programmes, measurements of their effectiveness, and the role of the ‘good’ teacher in society. While many of the issues are common across different national contexts, the direction of policy and how it is enacted varies considerably. There is therefore a need to understand how current situations have developed historically.In Historical Development of Teacher Education in Finland, Välimaa offers a critical reading of secondary sources and existing research literature to chronically analyse the development of Finnish teacher training. Much of this development has depended on the political history of Finland. The analysis offers an exploration of the founding of teacher education and training in the 1860s, through Finland’s independence following the First World War and Civil War, after which the development of schooling was seen as vital for the unity of the nation. The book continues to chart the development of teacher preparation through the twentieth century, including the severe economic downturn of the 1990s which challenged norms of teacher education in the country.An important historical synthesis that tells us as much about the future of teacher preparation, and education’s role in society, as it does about how we got here, Historical Development of Teacher Education in Finland will be crucial reading for historians of education, current teacher educators, and students and researchers interested in the development of teacher education globally.

In addiction recovery, fostering a positive life that enhances satisfaction, well-being, and personal capability is crucial for long-term success. By staying motivated and actively engaging in their recovery, individuals can significantly elevate their quality of life. This groundbreaking work unveils the transformative potential of positive psychology in addiction recovery, highlighting how cultivating positivity and resilience can lead to profound and lasting improvements. Exploring the theoretical foundations of positive psychology and its application to mental health, Ogilvie and Carson focus particularly on how overcoming adversity can lead to positive outcomes. They delve into second wave positive psychology's perspective on resilience and third wave's pluralistic approach, integrating insights from the recovery model of mental health, well-being studies, the process of change, and asset-based recovery frameworks. With detailed examples of recent studies and practical guidance for practitioners, Positive Psychology for Addiction offers a comprehensive and holistic view of addiction recovery and challenges traditional deficit-focused approaches by advocating for strengths-based recovery methods. Demonstrating the synergy between positive psychology and effective addiction recovery, Positive Psychology for Addiction provides a valuable resource that promotes a positive lifestyle choice and contributes to reducing the stigma surrounding addiction. This important work is essential for anyone involved in addiction recovery, from clinical practitioners to academics and individuals in recovery.

There is an increasing prevalence and use of technology that extends into the support of mental health and wellbeing. How Digital Technologies can Support Positive Psychology focuses on how digital technologies can support mental health and wellbeing in the field of positive psychology. Introducing a number of digital innovations – such as artificial intelligence (AI), gamified solutions, wearable technologies, social media, and the use of remote data collection and analysis – Barnes and Prescott explore how these can support areas of positive psychology such as wellbeing, flow, resilience, relationships and improving quality of life. An instrumental volume linking the two areas of digital technologies and positive psychology, How Digital Technologies can Support Positive Psychology examines how specific applications of digital technologies may be effective in supporting specific aspects of positive psychology to boost mood and attain and maintain positive outcomes.

Traditional approaches in the Criminal Justice System have focused on societal causes of crime, addressing them through punitive measures with mixed efficacy. Recent shifts toward positive psychological interventions aim to improve recidivism but often overlook the role of compassion. The COMPASS Model in Criminal and Forensic Psychology demonstrates how a compassionate approach, informed by positive psychology, can offer a more effective strategy in reforming criminal behavior. The Durkin COMPASS Model offers a groundbreaking theoretical framework for criminology and forensic psychology, integrating compassion and positive psychology with evidence-based practice to facilitate desistence from crime. It capitalizes on the strengths central to positive psychology, fostering hope and well-being, while its compassion element emphasizes empathetic understanding and self-healing. Durkin adopts a holistic perspective, considering an individual’s complete background, including trauma and personal strengths, rather than focusing solely on the crime. Designed for practical implementation, the COMPASS Model equips practitioners with tools to reduce recidivism, support offender rehabilitation, and contribute to their overall well-being, marking a significant shift towards nurturing a pro-social identity as a means of crime reduction. The COMPASS Model in Criminal and Forensic Psychology serves as a crucial resource for criminal justice practitioners, policymakers, academics, and advocates, offering innovative, evidence-based strategies from compassion and positive psychology to transform offender rehabilitation and inform systemic change in the criminal justice landscape.