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Adolescent mental health issues are on the increase, in particular depression, which is now a major public health concern globally. Mental health education is important and young people’s awareness of mental health is potentially limited. This is one factor that creates barriers to seeking support. School nurses and educational professionals recognise that they do not necessarily have the required skill base to support emotional health concerns with young people. The purpose of this paper is to synthesise qualitative evidence related to the nurse’s role in supporting adolescents.

A literature review using a systematic approach was undertaken, predominantly through collection of primary qualitative research studies. In total, 22 published studies are included in this review, extracted from four databases – CINAHL, Embase, Medline and Scopus.

This review shows that awareness of mental health is needed early in adolescence, while at school, to encourage young people to access support and have knowledge of their own emotional health. The need for further mental health education and provision is asserted.

Young people benefit from someone who is accessible and familiar to them in schools so that they can access emotional support as and when needed. Careful involvement of families (including extended families) is noted. It is proposed that this role should be a mental health nurse role, who should be accessible within the school environment.

This paper is original and adds to existing knowledge that mental health challenges are increasing, and more needs to be done in schools to promote mental health and reduce the stigma associated with seeking support.

The purpose of this paper is to explore the work-family interface of two non-traditional forms of expatriation. The paper contributes to existing research by comparing and contrasting the experiences of international business travellers and rotational assignees, pointing out the similarities in their experiences but also showing considerable differences in how the work-family interface plays out in these two groups.

In line with the exploratory nature of the research, the authors carried out a qualitative case study drawing on interview data with rotators and international business travellers (n=20). In order to get more in-depth insights into the experiences of these two groups of assignees, the authors also used the photo-elicitation technique, which corresponds with the recent recognition that the evolving nature of international assignments requires alternative methods of inquiry to enhance the understanding of the challenges faced by them.

The study points to four major factors affecting the work-family interface: time spent away, unpredictability of work schedules, limited ability to exercise control over it as well as limited availability of organisational support. The findings illustrate that while these factors impact international business travellers and rotators alike, their intensity varies considerably in the experiences of these two groups.

The research is based on a single case study and a small sample which needs to be considered when discussing the implications of the findings. Future research can valuably extend and build on the here reported observations.

A number of practical implications are discussed, notably pertaining to the ways in which organisations can mitigate the challenges encountered by international business travellers and rotators.

The papers focuses on two groups of assignees that are underrepresented in the expatriate literature despite their increasing empirical significance in international business.

This study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support, cross-sector collaboration and professional learning for educators. The authors probe networks as providing core support for systems level change and serving as precursors to the community engagement that is essential for deeper learning. Specifically, this study is driven by the hypotheses that (1) deeper learning may be supported by pathways for students and educators to meaningfully engage with the local community; (2) deeper learning is more likely to happen when educators connect to communities beyond their own school or organization and (3) education networks can help facilitate those functions.

The authors aimed to understand how participation in an education network influenced members (which include school leaders, teachers and leaders of youth programs) and how experiences might differ by level of participation. The authors conducted interviews with individuals across three groups of adults (n = 111 total): core members (n = 16), members with mid-level engagement (n = 30) and peripheral members (n = 65).

Educators who participated most intensely and deeply described the network as a vehicle for learning about and advancing equity through specific practices including individualized learning, increasing access and resource redistribution. Mid-level participants emphasized the professional network building function of the network. For peripheral or new participants, the most salient function of the network was celebration of education and educators. These findings suggest that education networks have a role in strengthening the structures that support leaders to make deeper learning happen.

More research is needed on how participants move from the periphery to more core involvement in education networks, where they may gain the full benefits of participation. Further research is also needed to explore the link between education network engagement among school leaders and the deeper learning environments in schools.

Research on education networks is limited. To the authors' knowledge, the present study is one of the largest collections and analyses of interviews with education network members to date. The authors present education network engagement as a precursor for community embedded deeper learning in schools.