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In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.

The purpose of this paper is to provide a narrative review of what is currently known about the high rates of falls, and fall injuries, which are experienced by people with learning disabilities (LDs) throughout their lives.

Narrative review. Current evidence is summarised as key points and recommendations for practitioners and researchers.

People with LDs experience similar rates of falls as older adults in the wider population, but throughout their lives, or at an earlier age.

Key points and recommendations are summarised for practitioners and researchers to promote fall prevention strategies and interventions for people with LDs.