The transition from primary to secondary school, encompassing the pre-, during-, and post-transition stages, often poses significant challenges for students on the autism spectrum. This critical period has garnered growing research attention; however, the perspectives of Australian parents on the support their autistic children receive post-transition remain largely unexplored. Underpinned by a transcendental phenomenological epistemology and Kohler’s Taxonomy for Transition Programming, we explored Australian parents’ perspectives on the support being provided to their children on the autism spectrum and how these students experience this post-transition period. Four parents of high-school-aged children on the autism spectrum participated in interviews, conducted online via Zoom. A deductive content analysis of parents’ insights revealed overwhelming dissatisfaction with the post-transition support provided to their children on the autism spectrum, particularly surrounding home–school collaboration practices and the utilisation of personalised learning. The findings contribute a much-needed Australian perspective to the limited body of research focused on sustaining support for students on the autism spectrum beyond the initial transition to secondary school.

This study investigates the implementation of the “School for Sustainable Life” programme in primary schools in the Czech Republic through the lens of the action-oriented education for sustainable development framework. The research explores the programme’s impact on fostering student leadership and engagement in sustainability initiatives using qualitative methodologies, including three focus groups (N = 18) and interviews with teachers (N = 5). The findings reveal that while the programme significantly enhances students’ understanding and action towards sustainable development, challenges remain in achieving consistent engagement across different school contexts. The study contributes to the ESD discourse by highlighting the crucial role of students’ leadership in implementing sustainability education and providing insights for educators and policymakers.

This study examined the impact of a short-term climate literacy (CL) course on pre-service teachers (PSTs) at a local college in Israel. Thirty-six science and communication PSTs participated. Using a mixed methods approach, pre and post-course questionnaires and assignment responses showed significant improvements in climate change knowledge and environmentally responsible behaviour (ERB) after the course. PSTs’ attitudes were key predictors of their ERB. The qualitative analysis supported these findings, revealing that the participants who were able to express complex climate knowledge also intended to reflect more environmentally responsible behaviour. 52.2% of participants with complex climate knowledge used diverse knowledge types to express ideas, reflecting a real commitment to environmental attitudes and personal behaviour. While 65% raised climate awareness within their families, only 33% discussed it, during their practicum, with students. Overall, the course significantly enhanced PSTs’ climate literacy in knowledge, attitudes and behaviour, even as a limited workshop. According to the findings, courses that promote climate literacy are necessary. The findings of this study indicate that a well-established short-term intervention may affect participants regarding a significant issue like climate change.

Students’ interfering behaviour is a common concern among educators working in special and general education classrooms. Interfering behaviour can significantly compromise students’ educational experiences and educators’ ability to create a conducive learning environment. Evidence-based assessments and interventions for interfering behaviour in the classroom involve identifying the variables in the student’s immediate environment influencing these behaviours. There has been little to no dissemination of evidence-based assessments for classroom management in developing nations such as South Africa and Vietnam. In the current study, we used a single-case design to assess the effectiveness and acceptability of behavioural skills training (BST) in teaching educators from South Africa and Vietnam how to assess students’ interfering behaviour in the classroom. The training was divided into four phases, with the different steps involved in teaching participants how to assess interfering behaviour. All participants successfully acquired the trained skills and demonstrated a shift in their explanation of the causes of interfering behaviour.

The historiography of African American education has stressed the work of education professionals, tensions over curricula, and the desegregation of schools. Informal learning settings, while recognized as important educative spaces, have remained tangential to the broader narrative of the struggle for education. Thus, the influence of Black civic voluntary organizations is largely underexplored. In this essay I posit that instead of being on the margins, Black associations supplemented, guided, supported, and funded the education of African Americans through overlapping organizational networks that comprised autonomous counterpublic spaces. In these spaces, a wide variety of voluntary groups worked collaboratively to improve local public schools, to develop curricula centered on Black culture, and to provide educational opportunities for youth and adults. Recognizing that the history of African American education cannot be fully told without investigating informal spaces, this essay offers a roadmap for the investigation of Black civic voluntary organizations.

Our study aims to (1) understand the impact of student-led knowledge dissemination and (2) examine the effects of multimodal interventions — comprising (i) a video on environmental catastrophes, (ii) pictorial reading materials on environmental issues (iii) lab-based simulated eco-tourism trips. This study involved students enrolled in a subject offered at Universiti Teknologi PETRONAS, Malaysia, attended by undergraduates from three different degree programmes. These interventions were implemented to examine their impact on both student advocates and their peers, particularly in terms of raising environmental awareness, shaping attitudes and fostering sustainable behavioural intentions (SBI). We equip students to become environmental advocates by providing them with environmental knowledge in class and assessing their ability to effectively share this knowledge with their peers. We conducted an experimental study using a multimodality intervention approach to assess changes in SBI. Study 1 measures the initial SBI without treatment, while Study 2 measures the incremental SBI after treatment. In our experiment, we requested 124 students (advocates) to reach out to at least three friends, and from this outreach, we obtained 401 respondents altogether. Our approach uncovers the effectiveness of same-level knowledge transfer (students to peers), facilitating the spread of environmental knowledge within peer groups.

In current Australian practice, higher education institutions provide access to reasonable adjustments for disabled students to support equitable access to learning. Although these practices can support access to learning, there are many barriers for students, including the requirement to disclose their disability, an administrative and advocacy burden, and variable implementation outcomes. In contrast, a Universal Design for Learning (UDL) approach reduces the individual student demand. It provides learning environments that are, by design, accessible, free of barriers, and appropriately challenging for all learners. In the present study, we conducted an anonymous online survey regarding the UDL practices used by academic teaching staff at a regional Australian university. In total, 113 respondents completed the 20-question survey, which included closed-response and open-text questions. The survey explored academic awareness and implementation of UDL in their teaching practice, and open-text questions were used to elicit their perspectives on UDL. Among other findings in the closed-response questions, there was a large discrepancy in the consistent implementation of UDL in practice, in which 50% of academics reportedly did not intentionally incorporate it. Results from the open-text questions revealed four key challenges academics encountered in implementing UDL: resources and time constraints, knowledge and awareness, institutional barriers, and implementation challenges.

This article explores strategies for rewilding pedagogy through three life-opening arts-based educational practices: nature writing, propositions, and minor experiences. Drawing on wild pedagogies, diverse perspectives on life, and various approaches to arts education, we examine how these practices can be twisted to promote life-friendly education, in support of more-than-human life, disrupting life-forgetful educational and societal norms. By reflecting on the (re)wilding strategies and their actual as well as imagined outcomes, we offer ideas on how to break with dominant conceptions of education and life in the Anthropocene.