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This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

Recent research has proposed a specific female phenotype within autism spectrum disorder (ASD). It suggests females exhibit differences in social communication styles with higher levels of camouflaging and compensatory strategies, as well as variance in restrictive repetitive behaviours (RRBs); however, many existing studies have been based on either small, disproportionate or child and adolescent samples, leaving questions about the specific phenotype. This study aims to explore the sex difference and phenotype in a clinic sample of individuals diagnosed with autism.

A service evaluation of sex/ gender differences on 150 historical ASD assessment reports (75 males, 75 females) using a 103-item questionnaire developed from a quantitative review of existing literature was undertaken.

Females camouflaged more significantly than males in five different areas (thinking how to act next, preparing conversation in advance, making lists of prompts/social responses, wearing a mask/acting, less monotone voice); however, these were not maintained in post-analysis correction.

This study points the evidence towards a different phenotype of Autism that is more common in women than men rather than a unique female phenotype.

The phenomenon of social withdrawal, known as the hikikomori-like idiom of distress (HLID), has been reported in many countries. This study aimed to explore profiles of Omanis who have HLID.

A cross-sectional online survey of 673 out of 1,529 Omanis identified with HLID using the Hikikomori Questionnaire (HQ-25) score of 42+.

Two profile groups were determined through cluster analysis according to socio-demographic and HQ-25 outcomes. Subjects in cluster 1 (n = 168, 24.9%) are significantly younger (p < 0.001) and more educated (p = 0.019), spend more time online (p < 0.001) and are living alone (p < 0.001) than subjects in cluster 2 (n = 505, 75.1%). More subjects in cluster 1 had a past mental illness (p = 0.037) but less previous childhood physical/emotional abuse (p = 0.029) than subjects in cluster 2. In contrast, subjects in cluster 2 had a low lack of socialization (p < 0.001), less active isolation (p < 0.001) and total HQ-25 scores (p < 0.001) than cluster 1. Subjects in Cluster 1 have more serious social withdrawal issues than those in Cluster 2, especially on a lack of socialization and isolation.

One limitation that might influence the results of this online study was that information was collected via self-report, and a cross-sectional design limits its results because it cannot assess causal inference. This study has contributed valuably to exploring different profile groups of HDLD, especially in the Arabian Gulf. The authors’ findings facilitate the development by creating innovative interventions strategically tackling different hikikomori groups.

While social withdrawal characterized by HLID has been reported proliferating in different parts of the world, little research has been forthcoming from Arabian Gulf countries. These findings suggest that there are two orthogonal clusters of HLID among Omanis. This study provides a foundation for further research on HLID, which has recently been reported in different parts of the world.

From the authors’ personal and professional experiences, they have observed that autistic women are uniquely at risk of interpersonal trauma. Given the tendency for autistic women to be overlooked in research and practice, this study aims to rectify this by exploring the relevant literature and including the voices of autistic women throughout this paper.

This study completed a literature review of quantitative and qualitative data relating to exposure to interpersonal trauma in autistic women. This study also reviewed relevant discursive evidence available on in memoirs and reports. This study also included dialogue between us as authors from an auto/“Autie”-ethnographic position.

Both clinical literature and discursive evidence support the idea that autistic women are uniquely at risk of interpersonal trauma, in particular, sexual victimisation. Explanatory factors are considered. Studies exploring rates of post-traumatic stress disorder (PTSD) were less consistent. Further evidence is required to better understand how autistic women experience and express PTSD and to inform assessment and treatment modifications.

To the best of the authors’ knowledge, this is the first paper to integrate clinical literature and discursive evidence on the topic of interpersonal trauma in autistic women. It provides useful insights into the experiences of autistic women in this space, directions for urgently needed future research and modifications to clinical practice.

This chapter examines the concepts of race and racism, critically reviewing their historical and contemporary applications in everyday life as well as in academic and policy debates. Racism has been extensively researched, with various theories and conceptualisations developed across social science. However, there is a great deal of disagreement regarding its nature, contemporary significance and empirical validation. This chapter examines these and attempts to synthesise some of the common definitions of racism provided in the literature. It explores related concepts and underlying themes pertaining to expressions of race and racism. Furthermore, it unpacks current knowledge about racial issues and discusses recent advances in the conceptual understanding of various forms of racism. It also elucidates the social, political and analytical applications of racism as a concept and the significance of racism in contemporary societies. The chapter concludes by highlighting how racism is a dynamic phenomenon, continuously evolving with the social, political and technological transformations in contemporary societies.

The aim of this paper is to respond to the call for exploring and empirically testing both antecedents and outcomes of brand addiction and compulsive buying behaviour. The focus of the study is on the food habits of young female consumers.

To test the hypotheses, a survey design gathering cross-sectional primary data from 325 female Italian consumers and a structural equation modelling have been adopted.

Findings show that brand addiction is positively influenced by consumer resilience, leading to increased life happiness and self-esteem, while compulsive buying behaviour is negatively influenced by consumer resilience and positively influenced by impulsivity. Compulsive buying is also associated with brand addiction and emotional overeating. Emotional overeating is additionally influenced by impulsivity and the control variables of enjoyment of food and loneliness. Moreover, loneliness has a negative impact on life happiness and self-esteem.

The study applies the proposed theory by Mrad and Cui (2020) on the relationship between brand addiction and compulsive buying to food consumption. Furthermore, it expands on this research by investigating consumer characteristics as determinants and behavioural outcomes.

The aim of this paper is to offer insight into procrastination over the past decade using bibliometric analysis to gauge the evolving journey of this concept. Thus, the concept of procrastination is examined in terms of authors, affiliating institutions, countries, citation patterns, bibliometric coupling and co-occurrence analysis.

For exploring the research work on procrastination, the bibliometric analysis was conducted for co-authorship, co-occurrence of keywords, citation network analysis, most influential authors, document and country wise bibliometric coupling by taking 630 publications between the years 2010–2020 into consideration. Software like VOSviewer and Tableau was used for result analysis. In addition, the content analysis was used for the top research papers amongst the eleven different clusters.

The study reveals the nature and direction of research over the past decade on procrastination. The most prominent journals, authors, articles, institutions, countries and keywords have been identified. The topic shows an upward trend of research as no consolidation or maturity in the pattern is observed. Frontiers In Psychology had the highest number of publications followed by Personality And Individual Differences. The top three contributors are Sirosis, F.M., Feng, T. and Ferrari, J.R. The country-wise analysis shows the USA leading followed by Germany, China and Canada. UiT The Arctic University of Norway was having the most significant contribution followed by The Ohio State University, DePaul University and Tel Hai Academic College. The most prominent themes and documents are reported. In addition, the content analysis depicted the need to conduct the research work on the certain themes which may usher the researchers towards more conceptual clarity and strategizing.

Sufficient discourse and relevant literature are available about procrastination, bedtime procrastination and academic procrastination and related areas. However, procrastination is becoming a universal issue, especially in the field of human resources and workforce development. This paper attempts to facilitate the policy-makers, regulators, researchers and practitioners to explore allied and less explored areas of procrastination that need future investigation.

This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a multi-systemic view of factors that influence a person's life, where people with disabilities are active actors in the development of the world. The increased awareness about interconnectedness, globalization, inter- and trans-disciplinarity, influences on human experience, greening, sustainability, inequality, inequity and lack of opportunities is shifting how people think about potential and growth.

The methodological approach is qualitative, interpretive research.

In disability studies, the Ecological Model of Disabilities helps reframe this uniqueness as part of the spectrum of human experiences. In special education, the Ecoducation Model helps reframe the learning experience.

This research is conceptual, but it is also all-inclusive, rendering itself to a wide application in educational settings.

The Ecoducation Model for Special Education is specific to the education of children and adults with disabilities, and it is directly compatible with the broader Ecological Model of Disabilities. These ecological models can be applied to all levels of the ecological system, and to different ecodemes of population. Nevertheless, the ecological models need to be locally implemented, with general principles tailored to national traditions, laws and resources.

Advocating for the pursuit of individual well-being within the larger society, both models call for practical changes in a multitude of areas, including legislation and policy, training of professional personnel, sufficient financial input in programs designed for the care of children and adults with disabilities, change in societal mentalities to fight discrimination, disempowerment and isolation. Because the scope of ecological frameworks is incommensurate, being both interdisciplinary and transdisciplinary, further research possibilities are countless. The ecological perspective opens the fields of disability studies and special education to new theoretical and empirical possibilities.

Two epistemological models are described as new frameworks in disability studies: the Ecological Model of Disabilities and the Ecoducation Model for Special Education. Both are original models that look into the education and inclusion of the person with disabilities.

Stress and burnout in public school teachers and principals have been well documented for the past 40 years. Sources of stress and burnout are often systemic and include numerous factors from low pay to student behavioral issues to accountability pressures. Additionally, stress and burnout in the educational workforce have implications on both the efficacy of individuals' work and their intentions to leave. In a postpandemic era where record numbers of teachers and school leaders are leaving the profession, mitigating burnout and improving the sustainability of the education workforce is essential. This chapter provides strategies at multiple levels, including the individual, school, and district, to reduce negative psychological impacts of educational work and inform structural changes. Policy recommendations at both the state and federal level are also provided. And lastly, implications for educator and principal preparation programs are detailed. Approaching burnout and well-being from a multilevel perspective can rectify both direct and indirect causes of burnout, and a systematic approach is more likely to lead to meaningful, sustained change to better working conditions. Improving the US educational system in a postpandemic era will require concerted efforts to support the head, the heart, and the health of public education professionals.