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Rebecca Mitchell outlines projects developments and new reports linked with the National Social Inclusion Programme.

Modernisation and restructuring of mental health day services presents a huge challenge to trusts and commissioners. Ben Taylor outlines the common barriers and suggests some fundamental principles to guide those venturing on this task ‐ not least of which is the involvement of current and potential service users.

The National Day Services Modernisation Network was launched in January 2009 and is a collaboration between the Inclusion Institute (taking on the role previously held by the National Social Inclusion Programme), Mind, Rethink and Richmond Fellowship. The Network came about in recognition that many of those involved in modernising mental health day services were struggling with the same issues, often in isolation, and that there was a need for a forum to discuss and develop approaches to these issues.

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.

The purpose of his paper is to describe the situation facing public libraries in the UK and specifically in London, in particular the role of interlending and the potential for its development.

The author uses his own research work into the work of London libraries.

The paper finds that in a period of deep cuts there nonetheless exist real opportunities for developing services, and concrete suggestions and proposals are made.

This is one of the very few articles to address the issue of interlending in one of the world's largest cities.

This chapter focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education, for instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the chapter.

Purpose – Although scholars have long been interested in how social movements use mass media to forward their goals, sociological research almost exclusively focuses on the ability of activist groups to get their ideas and organizations in general audience, mainstream media coverage. This paper contributes to a more systematic understanding of media coverage outcomes by broadening the range of outlets considered relevant to political discourse. In addition to mainstream venues, we consider conservative and liberal/left outlets in our analysis of social movement organization media coverage.

Method – Using negative binomial regression, we analyze how organizational characteristics, organizational frames, political elites, and event type affect the rates of social movement organization media coverage in mainstream and partisan news venues.

Findings – We find that the independent variables play very different roles in mainstream and partisan media coverage outcomes. Specifically, while organizational characteristics and frames often enhance the media coverage outcomes of activist groups in mainstream venues, political elites have no effect at all. In contrast, organizational characteristics and frames do not affect social movement media coverage in partisan outlets, whereas political elites and event type do.

Originality of the paper – Conceptually, this research broadens how scholars think about the relationship between social movement groups and mass media as well as the factors that influence media outcomes.