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Adolescence is a time when a young person develops his or her identity, acquires greater autonomy and independence, experiments and takes risks and grows mentally and physically. To successfully navigate these changes, an accessible and health system when needed is essential.

We assessed the structure and content of national primary care services against these standards in the field of adolescent health services. The main criteria identified by adolescents as important for primary care are as follows: accessibility, staff attitude, communication in all its forms, staff competency and skills, confidential and continuous care, age appropriate environment, involvement in health care, equity and respect and a strong link with the community.

We found that although half of the Models of Child Health Appraised countries have adopted adolescent-specific policies or guidelines, many countries do not meet the current standards of quality health care for adolescents. For example, the ability to provide emergency mental health care or respond to life-threatening behaviour is limited. Many countries provide good access to contraception, but specialised care for a pregnant adolescent may be hard to find.

Access needs to be improved for vulnerable adolescents; greater advocacy should be given to adolescent health and the promotion of good health habits. Adolescent health services should be well publicised, and adolescents need to feel empowered to access them.

Models of Child Health Appraised (MOCHA) defines school health services (SHSs) as those that exist due to a formal arrangement between educational institutions and primary health care. SHSs are unique in that they are designed exclusively to address the needs of children and adolescents in this age group and setting.

We investigated SHSs have been provided to schools and how they contribute to primary healthcare services for school children. We did this by mapping the national school health systems against the standards of the World Health Organization, and against a framework measuring the strength of primary care, adapting this from an existing, adult-focused framework.

We found that all but two countries in the European Union and European Economic Area have SHSs. There, however, remains a need for much greater investment in the professional workforce to run the services, including training to ensure appropriateness and acceptability to young people. Greater collaboration between SHSs and primary care services would lead to better coordination and the potential for better health (and educational) outcomes. Involving young people and families in the design of SHSs and as participants in its outputs would also improve school health.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.

The theoretical value of scenario-planning as a strategic tool is well recognized in literature. The purpose of this study is to explore the corporate reasoning of formal and informal usage (or non-usage) of scenario-planning in strategic decision-making.

An overview of the relevant literature on scenario-planning as a strategic decision-making tool in the context of complexity and uncertainty is presented, in combination with 15 case studies on executives in the South African context.

The findings are based on a study in the emerging market context. From the case studies reported, it is evident that industry, organizational and leadership-related factors influence the effective use or non-use of scenario-planning.

Empirical findings are reported, contributing to an assessment framework to revisit the usage of formal and informal scenario-planning in strategic decision-making. Further research to determine which supportive tools and technologies should be used for scenario-planning across multiple contexts is needed.

The study expands upon previous insights into the formal and informal usage (or non-usage) of scenario-planning in strategic decision-making based on an emerging market context.

This study contributes to understanding the value of scenario-planning in complex contexts that require strategic adaptability and offers a hands-on toolkit and shortlist of assessment criteria to conceptualize the organizational reasoning and scholarly framing of formal, informal or non-scenario-planning in strategic decision-making.

The current study aims to investigate whether the victimization of immigrant children is more likely to be unrecognized by teachers and parents and what demographic factors contribute to children's unrecognized bullying victimization.

Data from the publicly accessible US Early Childhood Longitudinal Study, Kindergarten Cohort, 2011 were utilized (N = 10,587 children across 2,194 schools), and the hierarchical linear model was used for modeling.

Among all bullying victims included in this study, only 32% were recognized by both parents and teachers. Bullied children who had only foreign-born parent/s were more likely to be unnoticed by adults than those who had only US-born parent/s. Among all bullied children, girls were more likely to be overlooked by adults than boys, and Asian and Hispanic children were more likely to be overlooked by adults than White children.

To better protect and support all victimized children, schools should develop innovative strategies to engage more immigrant parents; teachers and parents need to learn how not to rely on social and cultural biases to guide their interpretations and response to school bullying; parents and teachers should keep good communication with children.

Previous research demonstrates that immigrant children have a high risk of being bullied in school, but it is unclear whether parents and teachers are sufficiently aware of their victimization. This paper is the first study to demonstrate how parents' nativity, gender and race/ethnicity are associated with children's unrecognized bullying victimization.