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Evidence of overprescribing of psychotropic medicines to manage challenging behaviour in people with intellectual disabilities has led to national programmes within the UK to promote deprescribing, such as stopping the overprescribing of medication in people (with learning disabilities, autism or both). To successfully implement deprescribing initiatives, we need to understand how to engage stakeholders in the process.

In a published systematic review, we reported evidence about the process of deprescribing psychotropic medicines for people of all ages with intellectual disabilities and challenging behaviour. As a part of the original review, we searched for evidence about stakeholders’ experiences of the psychotropic deprescribing process, which was synthesised and reported within the current study.

Six studies were identified. Involving carers and people with intellectual disabilities, providing ongoing support and improving access to non-pharmacological interventions, including positive behaviour support, may contribute to successful outcomes, including reducing or stopping psychotropic medicines and improving quality of life. Implementing psychotropic deprescribing requires a multidisciplinary collaborative care approach and education for stakeholders.

There have been no previous reviews of stakeholder experiences of deprescribing psychotropic medications for people with intellectual disabilities and challenging behaviour. The existing literature is scant, and further research is needed.

This study aims to emphasize the youth community’s importance in sustaining green entrepreneurial efforts. The study used the stimulus organism response framework as the theoretical base using two separate studies.

Study 1 commences the development of the student green engagement construct through a focus group, panel discussion and exploratory factor analysis, which supported five items. Study 2 measures the relationship of student green engagement with green entrepreneurial intention by mediating university entrepreneurial support and entrepreneurial motivation. Data from 448 students were gathered from five Malaysian private institutions using a purposive sampling technique.

Findings indicate a robust association of student green engagement (stimuli) with green entrepreneurial intention (organism). Furthermore, mediation analysis shows strong mediating effects of university entrepreneurial support and entrepreneurial motivation on green entrepreneurship behavior (response).

The study’s findings can help the universities and concerned governmental departments instill a sense of sustainable entrepreneurship in university students.

This study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford’s Law of Scattering and Lotka’s Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR.

The present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

The findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum.

This study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.