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The Listen to Learn for Life (L³) Assessment Framework is a framework that outlines how to systematically assess the links between the classroom environment, listening, learning and well-being. The purpose of this paper is to review the published literature to understand what is known about the characterisation of activity component of the L³ Assessment Framework and determine what is not known and needs to be investigated in future research.

Literature reviews (Web searches for systematic, scoping or general reviews; scoping reviews following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews protocol; and extended Web searches) were conducted to characterise lecture, group work and independent work activities in terms of the perceptual setting, source degradation and transmission degradation.

Most research that has been conducted is for classrooms in general and does not specify results specifically for lecture, group work and independent work, which is important for understanding how the learning environment changes with the different activities. What is known about the lecture, group work and independent work activities are discussed; however, it is noted that this often comes from only a few studies. Future research areas to contribute to this literature as well as fill current research gaps are proposed.

To the best of the authors’ knowledge, this paper is the first review paper to synthesize previous research characterising the classroom environment for different activities using the L³ Assessment Framework. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.

This paper aims to classify tourist accommodation using data from Booking.com and TripAdvisor and analyse the extent to which the different segments identified differ in terms of being adults-only.

In total, 1,535 properties located in nine Spanish sun and beach destinations were examined using a latent class cluster analysis (LCCA). The bias-adjusted three-step approach was used to investigate the differences between belonging to adults-only accommodation or not among the identified clusters.

Results show that adults-only accommodation tends to belong to the cluster with higher online ratings. In small Spanish islands, adults-only hotels account for a large share (more than 25%) of hotels.

It was not possible to analyse whether the higher rating was due to the accommodation being better or due to the tourists being more satisfied with their stay.

In urban destinations, the model is not widely used. However, in coastal destinations, it is becoming more than a novelty or a new trend.

In small Spanish islands, people traveling with children are becoming a minority. Families may feel discriminated against and express dissatisfaction with this situation in the future.

This study covers the gap in the academic literature on this growing hotel segment.

The “Picture This, Picture Me” research project enabled young people who have experience of a parent in prison to challenge the narrow narrative of “prisoners’ children” by sharing their wider sense of identities and their needs. This paper aims to show the value of specialised voluntary sector support groups for children with a parent in prison as well as demonstrate that parental imprisonment, whilst significant, is only one part of their story.

Children’s experiences are explored through expressive and creative research methods informed by photovoice research, including taking and responding to photos and caption writing, short conversational interviews and curation of artefacts.

Children’s perspectives are presented: what matters to them, what makes them happy, how do they perceive themselves beyond the label of “a prisoner’s child”, how do community-based support services help and what they would like people to know about children who have been impacted by parental imprisonment.

This research contributes to an emerging research area on the role of services from the community and voluntary sector and non-formal educational organisations that support children impacted by parental imprisonment at a personal and family level.

This research offers useful knowledge to professionals, including those in education, children’s services and non-formal community-based services, with an interest in holistically supporting children and families with a relative in prison.

Children’s insights are offered on the value of peer-to-peer and community-based interventions that support them holistically, including articulating their self-identity, life and educational aspirations and practical issues for families.

There is minimal research on including and hearing the voices of children who have a family member in prison and their perspectives are invaluable.

In this chapter, we report on the perspectives of marginalised voices of disabled children and young people (CYP) in the Palestinian territories of the West Bank. The conflict has contributed to many of the barriers preventing the rights of children to a quality education, such as the lack of schools, schools in a poor state of repair, attacks and the threat of attacks on schools, teachers and students. The research questions focused on the extent to which the children felt they belonged in their school or community and whether they were included in the design of their curriculum. Eight focus groups with CYP using a variety of participatory research methods were used to elicit their views on inclusion and their lives under occupation. The findings reveal that CYP are rarely involved in decisions about their education. Using participatory action research (PAR), we learnt that CYP with disabilities can provide intelligent and astute insights into their lived experiences, and that meaningful learning can occur if creative approaches to teaching and learning are adopted. To remain true to the emancipatory, egalitarian and democratic principles of PAR, the needs of the research participants should guide the research design, create maximum opportunities for participants to take part in data collection and decide on actions to create change.

In this chapter, I assert that the material, gesturing, dancing voices of people labelled as disabled, and that the aesthetic languages developed by these people and their voicings on both the sonic and haptic planes, constructively challenge us to consider the inclusion and integration of these voices into educational environments and cultural discourse in new ways. They motivate us to question not only who, indeed, gets heard in social space but also what kinds of utterances, and by extension, what kinds of bodily configurations and touch qualities, wider society considers to ‘matter’, and beyond this, to celebrate as being ‘beautiful’. To do so, I draw from an experience developing vocal artwork with adults with mild to moderate learning disability in Cork, Ireland. Given that most of us project large and often deeply prejudicial identities and suppositions onto the voices we hear (Bonenfant, 2018c), the chapter shows how the incredibly interesting utterances produced by groups involved in developing the resulting Loop Love project throw up delightful new educational territories for adventurous artists to explore while also deeply challenging our assumptions about how ‘teaching’ should work.

In India, the population of persons with disabilities is estimated as 26.8 million of whom 15.7 million are in the age range 15–59 years (Census 2011). This has proved to be a challenge to the right to education, particularly when there is a situation of poverty and gender-specific issues, which along with disability, lead to further marginalisation. The study reported investigated factors that enabled and/or inhibited progress in the lives of people with disabilities who are doubly disadvantaged. The authors focused on the lived experiences of 14 persons with disabilities and collected data from them using semi-structured interviews. Interview responses were transcribed and coded and validated before grouping into themes of facilitators, inhibitors and opportunities for a better future. The results revealed that family support, support from members in the community and the confidence of persons with disability on their own capabilities were enabling factors. Lack of public awareness, poor facilities for continuing education, untrained teachers, lack of accessible environment and resources, the trauma of having to prove themselves to gain acceptance were inhibitors of their progress. Caregivers of persons with intellectual and developmental disabilities expressed concern for their child's future. Poverty, living in remote areas and/or being a female formed further obstacles to accessing higher education and employment.

This chapter reports a study of education for first generation learners in Maharashtra, India. The research investigated issues of access and the quality of education provided. This was informed by the Capability Approach (Sen, 1993), which was applied to discuss data obtained through this investigation. The study interrogates approaches to promoting education for all; in particular, the methods adopted to meet the needs of first generation learners. Sen's theory when used in an educational setting enables us to look beyond the economic value of education and also beyond education as a human right (Unterhalter & Brighouse, 2007). The main aim of this study was to investigate educational opportunities and the influence of socio-economic factors from the perspectives of children and their parents.