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This study aims to explore the experiences of living through the COVID-19 pandemic for people who faced homelessness and dealt with mental health and/or substance use challenges.

This qualitative study was comprised of 26 1:1 interviews (16 men and 10 women), conducted between February and May 2021 with people who experienced homelessness in North East England during the COVID-19 pandemic. An inductive reflexive thematic analysis was undertaken, with input from individuals with lived experience who were involved throughout the study.

Four themes were developed. The first theme, lack of support and exacerbation of mental health and substance use difficulties, highlighted how the lack of in-person support and increased isolation and loneliness led to relapses or new challenges for many people’s mental health and substance use. The second theme, uncertainty and fear during the pandemic, explored how the “surreal” experience of the pandemic led to many people feeling uncertain about the future and when things would return to normal. The third theme, isolation and impacts on social networks, discussed how isolation and changes to relationships also played a role in mental health and substance use. Finally, opportunity for reflection and self-improvement for mental health and substance use, explored how some people used the isolated time to re-evaluate their recovery journey and focus on self-improvement.

The experiences shared within this study have important implications for planning the future delivery and commissioning of health and social care services for people facing homelessness, such as sharing information accessibly through clear, consistent and simple language.

As one of the few papers to involve people with lived experience as part of the research, the findings reflect the unique narratives of this population with a focus on improving services.

The Singapore construction sector is promoting performance improvement by implementing collaborative contracting (CC). For CC's successful implementation, there is a need to sieve out the critical success factors (CSFs). Hence, this paper aims to explore factors influencing the adoption of CC and investigate the potential performance improvement by implementing CC.

Based on the literature review, 23 CSFs were identified and packaged to a questionnaire to evaluate the CSF's priority as well as CC's potential impact on the project performance. After prior validation, 165 potential respondents were drawn from survey list by using simple random sampling. Finally, 31 valid responses were received.

The survey result showed that the top five CSFs are mutual trust, all parties to commit fully, openness between parties, commitment to a win–win attitude and resource availability. The majority of respondents hold that CC implementation would improve overall project performance, decision effectiveness, cost, time, quality and risk performance.

Directors, project managers, contractor managers and site engineers have different perceptions of CSFs. Also rather than meeting the same requirements in the implementation of CC, there are differences among projects with different values.

This study provides an in-depth understanding of the CSFs for industry practitioners adopting CC and CC's potential impact on project performance. This study is also helpful for authorities to formulate effective policies to push the implementation of CC.

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.