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Currently, people leaving prisons face concurrent risks from the COVID-19 pandemic and the overdose public health emergency. The closure or reduction of community services people rely on after release such as treatment centres and shelters has exacerbated the risks of poor health outcomes and harms. This paper aims to learn from peer health mentors (PHM) about changes to their work during overlapping health emergencies, as well as barriers and opportunities to support people leaving prison in this context.

The Unlocking the Gates (UTG) Peer Health Mentoring Program supports people leaving prison in British Columbia during the first three days after release. The authors conducted two focus groups with PHM over video conference in May 2020. Focus groups were recorded and transcribed, and themes were iteratively developed using narrative thematic analysis.

The findings highlighted the importance of peer health mentorship for people leaving prisons. PHM discussed increased opportunities for collaboration, ways the pandemic has changed how they are able to provide support, and how PHM are able to remain responsive and flexible to meet client needs. Additionally, PHM illuminated ways that COVID-19 has exacerbated existing barriers and identified specific actions needed to support client health, including increased housing and recovery beds, and tools for social and emotional well-being.

This study contributes to our understanding of peer health mentorship during the COVID-19 pandemic from the perspective of mentors. PHM expertise can support release planning, improved health and well-being of people leaving prison and facilitate policy-supported pandemic responses.

This study aims to describe knowledge of Canada’s Good Samaritan Drug Overdose Act (GSDOA) and take home naloxone (THN) training and kit possession among people being released from provincial correctional facilities in British Columbia.

The authors conducted surveys with clients of the Unlocking the Gates Peer Health Mentoring program on their release. The authors compared the characteristics of people who had and had not heard of the GSDOA and who were in possession of a THN kit.

In this study, 71% people had heard of the GSDOA, and 55.6% were in possession of a THN kit. This study found that 99% of people who had heard of the GSDOA indicated that they would call 911 if they saw an overdose. Among people who perceived themselves to be at risk of overdose, 28.3% did not have a THN kit. Only half (52%) of participants had a mobile phone, but 100% of those with a phone said they would call 911 if they witnessed an overdose.

The authors found that people with knowledge of the GSDOA were likely to report that they would call 911 for help with an overdose. Education about the GSDOA should be a standard component of naloxone training in correctional facilities. More than one in four people at risk of overdose were released without a naloxone kit, highlighting opportunities for training and distribution. Access to a cellphone is important in enabling calls to 911 and should be included in discharge planning.

This paper suggests that educational administration has not as yet closely examined the questions of political and social philosophy which underlie many of the decisions made by educational administrators in local government of education in England. The author seeks to examine a number of contextual factors within which philosophical issues might be discussed. These contextual factors are: the dimensions of the educational administrator's functions: the overlap between administration and policy‐making: the corporate management structure: and the incremental nature of educational policy‐making. It is concluded that the developing area of public policy analysis is the likely starting point for assistance with the philosophical issues, though even here theories about policies and their outcomes are few and far between.

An indication is given of recent developments of management training provision in relation to schools and further and higher education in England and Wales. As Local Education Authorities and providing institutions seek to grasp the new opportunities implicit in changed financial arrangements for in‐service training, four issues are identified as being in contention: 1. the relative merits of long award‐bearing courses and more flexible, but less expensive, short courses; 2. the most appropriate target group; 3. the relevance or otherwise of industrial management models; and 4. the evergreen issue of orientation to practice. The discussion is focussed on the situation in England and Wales; the issues may be perceived to be of wider significance.

Since the 2008 financial crisis, state retrenchment has added to the harshness of life for marginalised groups globally. This UK study suggests community activism may promote human capacity and resilience in innovative ways. The purpose of this paper is to address the relationship between non-normative understandings of time and resilience.

This research paper is based on qualitative study of the work of a third sector organisation based in an urban area in the UK which provides training in mediation skills for community mediators (CMs). These CMs (often former “gang members”) work with young people in order to prevent conflict within and between groups of white British, South Asian and Roma heritage.

CMs are reflexively developing temporalities which replace hegemonic linear time with a situationally “open time” praxis. The time “anomalies” which characterise the CMs’ engagement appear related to aesthetic rationality, a form of rationality which opens up new ways of thinking about resilience. Whether CMs’ understandings and enactments of resilience can point to broader changes of approach in the delivery of social care is considered.

This paper contributes to critical understandings of resilience that challenge traditional service delivery by pointing to an alternative approach that focusses on processes and relationships over pre-defined outcomes.

Hegemonic understandings of time (as a linear process) can delegitimise potentially valuable understandings of resilience developed by members of marginalised communities.

This paper is original in developing a critical analysis of the relationship between resilience and time.

The purpose of this paper is to explore agency pathways and the management of risk for economically disadvantaged adolescent victims and perpetrators of domestic violence and abuse (DVA). In spite of recent national and international initiatives to raise the profile of this issue, significant gaps within DVA services exist within an urban district situated in the North West of England, UK. The study aims to present qualitative data gathered from service-users and service managers who have knowledge of referral pathways within the district. The paper also aims to examine the discursive relationships between the context, the intersectional significance of age, gender and class and the high levels of risk for survivors and perpetrators.

A purposive sampling strategy utilises phenomenology to explore participants lived experience of DVA. The study seeks to unite phenomenology and hermeneutics to help develop an understanding of adolescent DVA and participant’s experiences of available services. Knowledge of these experiences was garnered through shared narratives.

Through privileging the experiences and knowledge of survivors and practitioners, this study found current DVA service provision for survivors and perpetrators is limited and practitioner interventions can be oppressive without adequate training. These limitations are clearly at odds with national and international efforts to prevent violence against women and girls. This paper highlights significant risks for adolescent survivors and suggests ways in which targeted support might be improved. The findings conclude that central government and local councils might confront the impact of intersecting oppressions by addressing “classed sexism” in early intervention and educational strategies to effect lasting change.

Although the study is limited by a lack of participation from perpetrators, the data reveals worrying levels of risk, a reduction in funding pathways and a need for training for all statutory professionals. Additionally, another possible limitation of this study is that terms such as class, gender and heterosexuality were not defined by participants.

The paper considers the macroeconomic legacy of neoliberalism, suggesting that investing in early educational approaches, young person focused programmes and appropriate “classed sexism” training for statutory services is crucial for minimising risk.

To understand the experience of DVA, the intersections of class, gender and age warrants further consideration, particularly in light of claims that socio-economic and ethnic marginalisation has the potential to increase the risk of exposure to interpersonal violence.

This original research project prioritises participant knowledge and expertise in the hope of minimising risks for adolescent survivors and perpetrators of domestic violence (DVA). This paper privileges the voices and lived experiences of survivors and professionals who have expertise in DVA.

This paper explores service provision for young fathers through analysis of data from the three-year ESRC funded project Following Young Fathers. The purpose of this paper is to explore the idea that young fathers are a “hard to reach” group. It begins with a discussion of literature and research evidence on this theme. The empirical discussion draws on data collected in interviews and focus groups with practitioners, service managers and those working to develop and deliver family support services.

The ESRC Following Young Fathers study used qualitative longitudinal methods to research the perspectives of fathers under the age of 25, mapping the availability of services to support them and investigating professional and policy responses to their needs. The strand reported on here focussed on the perspectives of a range of practitioners, service managers and those involved in developing and commissioning services.

The research findings, and those of other projects discussed in the paper, challenge the idea that young fathers are “hard to reach”, suggesting that we should, conversely, consider that many services are actually hard to access. Thus, increasing young fathers’ engagement requires better understanding of their often complex needs and a reshaping of service design and delivery to account for them. The paper highlights how the configuration, funding and delivery of services can inhibit young fathers’ use of them, and identifies ways in which they could be made more accessible.

The ESRC Following Young Fathers Study filled an important gap in knowledge about the lives of young fathers, developing understandings of their experiences and support needs. The strand reported on here draws on research with practitioners to provide an in-depth discussion of how services currently support young fathers, and how they could be better configured to address their often complex and diverse needs.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.

The paper aims to shed light on how a group of feminist managers/leaders, in education and social studies departments, a notably under-explored and under-theorised group, “do power” in the increasingly corporatized education marketplace.

The research draws on the narratives of a small group of feminist women who hold authority positions at middle or senior levels. It draws on data from ethnographic interviews and participant observation carried out as part of an in-depth narrative inquiry (Andrews et al., 2008), carried out at three higher education institutions in the UK.

From a small sample such as this, any findings are necessarily tentative. Nonetheless, findings suggest that, whilst taking account of individual differences in styles, there has been a shift, over time, in the ways that the management role is approached by some feminist women. Analysis of the data also reveals that gendered expectations remain for those who carry the “feminist” label and asks whether these expectations are realistic.

The sample group is small which raises questions about what can and cannot be claimed. However, along with Maguire (2008), the author’s purpose is not with generalizability but seeks to explore issues and open up further areas of study.

This paper is an original empirical research which explores an under-researched group of women, namely, feminist managers and leaders who operate within the education marketplace. As they negotiate the challenges of working within the neoliberal academy, these women try, to varying degrees, to remain true to their feminist values and beliefs.