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This paper describes the parent–child relationships of upper-middle-class Chinese parents and their adolescent children who were “parachuted” to the United States for private high schools. With parents remaining in China and children in the United States, thousands of miles away, such a transnational educational arrangement complicates the already volatile parent–child relationships during the adolescent years. Through ethnographic interviews of 41 students and 33 parents, I demonstrate different forms of child–parent relationships in a transnational education setting: those who found that the further physical and temporal distance has brought the parent–child relationship closer through frequent communications, children who experienced “accelerated growth” yet questioned the necessity, and delicate parent–child relationships due to increasing transnational cross-cultural or intergenerational differences. These types of parent–child relationships are not comprehensive of all the lived experiences of the “parachute generation,” yet they shed new light on transnational education and the unintended emotional dimensions of educational migration. In a transnational context for an economically well-off group, parental absence or separation of children and parents is no longer a clear-cut concept and has different layers of meanings, taking into account the frequency of communication, duration of spring and winter breaks and the existence of third-party agents such as for-profit intermediaries (or educational consultants) and host families. The diverse patterns of parent–child relations reveal the heterogeneity and complexities of “doing family” across geographic spaces and global educational hierarchies, as well as the roles of communication technologies, the tempo of mobilities and educational intermediaries.

This study attempts to investigate the interrelationship between choice-based educational achievement and employability prospects across the skill-based occupations amongst the youth in India.

This study relies on the use of National Sample Survey (NSS) data on employment and unemployment for the 68th round (2011–2012) and the Periodic Labour Force Survey (PLFS) (2017–2018). To estimate the relative contributions of choice-based educational attainment affecting the skill-based employment of youth in a different category of occupations ( high/medium/low skilled), the multinomial logistic regression and its marginal effects have been used.

The study finds educational attainment both as an opportunity (improvising employability in the high and medium skill occupation) and a challenge (highest unemployment amongst the educated) while ensuring skill-based youth employability. Despite the growing enrolment of youth in education, youth from a general education background does not find sustained employability prospects in high-skill occupations.

Vocational education highlights a brighter employability prospect but the acceptability of the same amongst the youth needs a policy intervention.

Educational choices need an intervention based on market-driven apprenticeships and training.

The decline of overall employability in the low-skill occupation raises a threat to inclusive development as such youth results to Not in Employment, Education or Training (NEET), better identified as the unproductive economic youth.

This study attempts to investigate that “how far the choice of educational attainment (general/technical/vocational) is able to make youth a fit in the world of work?” in the Indian context, where the youth constitute the highest share in the population.

Bullying negatively affects victims’ mental health and has been shown to be associated with anxiety and depression. Moreover, many studies have reported the prevalence of mistreatment among medical students (MS), interns and junior physicians. However, there are limited studies on bullying in the Middle East, and no studies on higher education in Bahrain. The authors’ aim was to investigate and compare the prevalence of bullying between MS at a major public university and non-medical students (NMS) at a private university in Bahrain. The authors also sought to explore the associations between bullying, depression and anxiety.

The authors conducted a survey-based cross-sectional study from October 1 to December 31, 2018, using convenient sampling method. A total of 300 students (150 MS and 150 NMS) participated in the study by answering a questionnaire that explored exposure to different types of bullying. In addition, standard anxiety and depression instruments were distributed to students.

The results showed that MS were more exposed to bullying than NMS, with a significant number (41%) reporting mistreatment from multiple sources, including teachers, consultants and peers. Furthermore, the authors found that bullying was significantly correlated with psychological health, anxiety and depression.

There are limited studies on bullying in the Middle East and no studies on the topic of higher education in Bahrain. Furthermore, the learning environment of tertiary education institutions can be improved by addressing the concerns associated with bullying identified in this study.

The purpose of this viewpoint paper is to explore middle leaders' ability to recognise emotions in the context of workplace research, and to propose measures that might support them in their role.

This paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of middle leadership. This paper applied the Geneva Emotional Recognition Test (GERT) to explore the level of emotional recognition of 86 individuals (teachers to headteachers (equivalent to school principals)).

The preliminary findings suggest that teachers and headteachers have higher levels of emotional recognition than middle and senior leaders. This paper subsequently argues that the task-orientated nature middle leadership compounds an individual's ability to engage effectively in relationship-orientated tasks. This explains why middle leaders scored lower on the GERT assessment. This is further inhibited by the anti-correlation in the brain's ability to deal with the task-positive network (TDM) and default mode network (DMN) processing functions where individuals operate in one neural mode for long periods.

The viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to be engaged in activities that support the DMN function of the brain and subsequently the relationship-orientated aspects of leadership, for example, coaching other staff members. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made.

This paper offers a contemporary review of the role of middle leaders underpinned by a preliminary study into individuals' ability to recognise emotions.

The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?

As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.

(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.

This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.

The results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.

The study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students’ prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.