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The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

Much of the research on the mental health impacts of the COVID-19 response have been focused on frontline healthcare workers (FHCW). However, other essential workers (OEW) have also faced many mental health challenges due to exposures associated with their employment status, which may be compounded by higher levels of social vulnerability. This chapter describes disparities among FHCW, OEW, and the general public regarding mental health outcomes associated with the pandemic. In addition, it considers the role that structural racism (e.g., historical redlining of neighborhoods and biased lending practices) plays in the higher vulnerability of OEW to the mental health impacts of the COVID-19 pandemic response. Mental health inequities overall, and among essential workers, must be addressed as part of the recovery from COVID-19 to build resilience to future public health emergencies. The model used by New York City to more equitably distribute mental health resources and support services is shared.

Purpose – To synthesize the literature on coping among adolescents of color in the U.S., we examine normative and circumstantial stressors, describe coping strategies, and summarize the literature on coping for the promotion of well-being among adolescents of color, including descriptive and intervention studies.

Methods/approach – We conducted an extensive review of the literature in four scientific databases (medline, CINAHL, ERIC, and PyschInfo) between July 2010 and June 2011 (key words: (minority) adolescent(s) (of color), cope/coping, stress (ors), and adaptation/psychological). Studies included in our review were peer-reviewed articles published between 2000 and June 2011 that presented original data on the coping strategies and outcomes of adolescents of color (e.g., studies including a majority from underrepresented racial/ethnic communities) between the ages of 12 and 18.

Findings – We identified a total of 91 articles for inclusion, including 83 descriptive and 8 intervention studies. We use a matrix approach to compare descriptive studies by their purpose, study design, sample, targeted stressors, and outcomes. We then discuss the eight interventions we identified, highlighting the targeted population, intervention protocol/adaptation, feasibility/acceptability, and study outcomes.

Implications – The breadth and depth of research on coping among adolescents of color has improved significantly over the past decade, yet our review reveals several areas where further exploration is needed, including research on intra-group differences, validation of coping measures in diverse groups, measurement of the effectiveness of coping strategies over time, and most importantly, the translation of available knowledge on effective coping into culturally relevant, multifaceted interventions for adolescents and their families.

The purpose of this study is to examine the situation of lesbians, gays, bisexuals, transgender, queer and asexual (LGBTQA+) youth in Spain, pre-examining the links between the people they live with, their support networks and their perception of being a burden.

This study traces some brushstrokes through the preliminary results of the LGBTQA+ population between 13 and 21 years old (n = 445). These data are part of a larger project with 2,800+ respondents.

This study’s data highlight the connections between places of cohabitation, support and vulnerability in a crisis situation. In general, gender identity, age, support and feelings of acceptance have been key variables in identifying psychosocial factors related to the health of this population. Lastly, the authors offer some future guidelines to improve the situation of young people in the face of new situations of confinement, incorporating good practices for children and youth services.

The use of the snowball technique for data collection may limit the representativeness of the sample. In the same way that data collection is used through access to an online questionnaire, it can limit access to certain people.

Address the psychosocial needs of LGBTQA+ youth, especially in crisis situations. With our data, we can improve services for future situations of confinement due to coronavirus, planning actions that include the youngest members of this population group, as well as those with non-normative sexualities and identities.

Encourage and diversify support for LGBTQA+ youth from their families, peers, teachers and other professionals working in the youth field. This support would be congruent with the anti-discriminatory and trans-specific legislation existing in most Spanish regions. Furthermore, it would propose a social change that not only benefits LGTBQA+ people, as it allows for a more inclusive cultural change for all in terms of gender and sexuality.

New data obtained within the time frame of the state of alarm are provided, concerning a social group that has been little researched and that finds itself in an unprecedented health crisis.

While placemaking is a multi-disciplinary concern, it is a key focus within the discipline of spatial planning. This paper aims to explore the development of theoretical trends with regard to placemaking in spatial planning since 1975 to identify current emerging theoretical perspectives. Special attention is given to differences in perspectives between the Global North and the Global South.

The study used an integrative literature review (ILR) to analyse placemaking literature over a period of 41 years and five months. The ILR followed the basic review stages: scoping; planning and review protocol; identification/availability; searching; and screening. ILR differs from other reviews as quality appraisal, data gathering, analysis and synthesis rely on coding, thematic content analysis and synthesis.

Initially, the planning/review protocol resulted in 59 contributions on placemaking in various disciplines (excluding publications in other languages that English). Contributions included spatial and design disciplines (29 contributions), social sciences (14 contributions) and other disciplines (16 contributions). The literature review proceeded with a selection of 23 spatial planning contributions (20 from the Global North and three from the Global South). Theoretical trends include placemaking theorised as a physical construct, a social construct, an economic construct (absent in literature from the Global South), a tool for empowerment, a psychological dimension and an environmental management tool.

The most recent theoretical perspectives in literature suggest placemaking as an enabling tool in which people share knowledge and learn new skills to transform their own environment. This empowering process creates a linkage between planning theory and practice.

This paper contributes to the current theories of placemaking in spatial planning. It provides a simplified view of an exhaustive list of existing literature. This paper reports on the current trends and the development of placemaking theory.