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This paper addresses two main questions: What is taught about animal ethics in primary school and how. Are these messages challenged by the students and, in that case, how and why? This is discussed in the light of Critical Animal Pedagogies.

The findings drawn upon in this paper are from a critical human-animal ethnographic study carried out in three Swedish primary schools between 2012 and 2017 using a case study approach of interviews, observation and intervention.

This paper suggests that children's subtle ways of resisting and negotiating their own space in the face of adultism, which is the power adults exercise over children, are an ongoing struggle which can both destabilize anthropocentrism and open up space for new pedagogical practice.

This paper explores the implications of and possibilities for teaching and learning given the positions of human children and non-human animals intersect, foremost exploring the agency of children in the school environment.

The purpose of this paper is to understand, from children's perspectives, the commercial marketing strategy of selling breakfast cereals with “insert toys” targeted at children.

The study is based on four focus group interviews conducted with 16 children (8‐9 years of age) concerning 18 different breakfast cereal packages. The theoretical framework integrates childhood sociology, critical discourse analysis and talk‐in‐interaction. This theoretical and methodological combination is used to show how children, in local micro settings of talk, make use of the discourses that are available to them to produce and reproduce social and cultural values about marketing with “insert toys”.

The present findings suggest that, from children's perspectives, “insert toys” are constituted by cultural and social patterns extending far beyond the “insert toy” itself. For example, the analysis shows that it is not biological age that defines what and how consumption is understood.

The focus group material provides understandings of marketing strategies and consumption practices from children's perspectives. When the children talk about children and adults, hybrid agents of the “child‐adult”, the “adult‐child” and the “childish child” are constructed. These hybrids contradict research that dichotomizes children and adults likewise children's understandings of consumption based on age stages. Accordingly, age is rationalized into an empirically investigated category rather than being used as a preset category set out to explain children's behaviours.

Analysis of the focus group interactions shows that the way the market and marketing as well as children and adults are talked about is crucial to understanding children's and parents' actions as consumers.

This case study aims to describe the efforts of the Kreisau‐Initiative (KI) Berlin to connect the field of international youth work with intergenerational approaches.

The study describes three projects of the KI, illustrating the general background of the intergenerational projects, dissussing opportunities and challenges, and highlighting some of the implications for practitioners.

When offering international exchange projects for people of all ages, the paper has made one interesting finding. Generally speaking, it is more difficult to find younger people (aged 50 and younger) to take part in such activities than seniors. From this case study, the author learned that every project which aims to foster intergenerational dialogue needs a topic in which every participant (both young and old) is interested; it should be connected to them and to their daily lives. For organisations which would like to work both intergenerationally and internationally, it is difficult to obtain funding as there are only a few funds supporting international meetings for people of all ages.

The case study addresses intergenerational issues in international exchange projects.

There is increasing recognition that quality and value are linked to the quality of life within the organization. Frequently this is acknowledged in admirable mission statements and statements about values. Yet most frequently there is a huge gap between the behaviour and the values. Human beings find it difficult to behave in a way which enables, values difference and results in really effective teamwork. Examines the behaviour that gets in the way, offers some explanations of our difficulties and proposes constructive ways of overcoming these difficulties at a personal and institutional level.

The purpose of this paper is to introduce the papers in this special issue and outline the essential features of the resilient school approach, and the child‐focused approach of Noreen Wetton in her work in health education on understanding children and young people.

The paper shows distillation of the key principles used in the two complementary approaches.

The paper finds that resilience is a life event phenomenon that buffers against circumstances that normally overwhelm a person's coping capacity. It is linked with “coherence”, or the ability to handle stress‐related problems, “connectedness” and the ecological model encompassing a lifespan approach, within key settings that influence the individual's psychosocial development. Preventive population health practices that address the strengthening of human, social and organisational capital may well promise greater success in fostering population health, and particularly resilience, than traditional psycho‐educational strategies. These become increasingly effective as the whole school approach is implemented as young people engage and participate fully in research and decision making – key principles of Noreen Wetton's approach to health promotion.

The paper shows the need to focus on seeking the positive in any educational opportunity, to listen to young people and find out what they believe and feel, and to address health problems through attempting to strengthen people's capacity to cope rather than just shielding them from adversity.

The paper, in showing this is the first time these two strands have been brought together in this way, has a wide value widely across health education and health promotion.

The case for involving the users of health services in the NHS decision‐making process is clearly identified in a range of Government policy and guidance documents. A gradual shift from seeing users as passive recipients of care to active consumers of care has led to a belief that the opinions and views of users must be heard in particular in relation to clinical audit. Alongside this shift is the increasing recognition that the views of children and young people should be sought in decisions which affect their lives. Highlights the case for involving children and young people in clinical audit. Examines the background to user involvement in general, reviews the arguments for involving children and young people and identifies some of the barriers to that involvement. Introduces briefly new research being carried out with children and young people to explore ways of involving them in clinical audit.

The purpose of this study is to encourage graduate students to facilitate a participatory mapping activity with high school students, to have their voices heard in the disaster risk reduction (DRR) agenda.

A participatory mapping, youth-led session, was conducted with 22 high school students, where they had to identify flood and landslide-prone areas. Then, they were asked to propose and plan DRR measures in collaboration with local partners in São Luiz do Paraitinga, Brazil.

The participatory method engaged the graduate students and the high school students in the DRR debate, allowing them to map hazards and vulnerabilities, and to discuss five incubation projects for enhancing DRR in the city.

This research highlights the importance of involving young people in DRR formulation and planning to build local capacities in younger generations. The outputs were shared with the local civil defense and a local non-governmental organization (NGO), who suggested recommendations to improve the five incubation projects.

The purpose of this manuscript is to demonstrate how school and district leaders supported the youth of color leadership initiatives at the district and school levels in ways to advance youth agencies and transformative change. The specific research question guiding this study was What actions do formalized leaders engage in to share leadership opportunities with the youth of color that protect student agencies and control?

A multi-site qualitative case study design was used, drawing on the understanding of shared leadership and student voice as analytical lenses.

Leaders across both sites supported the youth of color leadership in three ways: (1) being open to new and different sources of knowledge related to persistent issues of inequity in their schools; (2) initiating spaces for the youth of color to engage in leadership and (3) buffering student leaders from outside pressures.

This research demonstrates the ways leaders with positional power can support youth of color leadership while not removing youth agencies and independence.

This manuscript contributes to existing scholarship by demonstrating how the understanding of shared leadership and student voice scholarship combines to deepen understanding of supporting youth of color leadership.