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Engaging with heritage to support mental health and wellbeing has become a focus of research and policy, more recently moving towards social prescription of heritage interventions. While there are benefits to active participation, there are potential risks to those taking part and to the non-renewable historic remains and landscape that form the core of these projects. The purpose of the current research paper was to develop best practice guidelines for organisations offering heritage projects as interventions for people who live with mental health issues to protect both participants and heritage.

There were two research phases; a Sandpit with World Café discussions to produce a set of research priorities, and a Delphi Consultation, using three questionnaires distributed over six months, to develop best practice guidelines. The panel in both phases comprised experts through lived experience, policy, practice and research.

The Authentic and Meaningful Participation in Heritage or Related Activities (AMPHORA) guidelines cover three stages: project development, project delivery and project follow-up, with a set of action points for each stage. Of particular importance was authentic participation and expertise to ensure appropriate management of heritage/ historic environment assets and support for participants.

The AMPHORA guidelines can assist all organisations in the delivery of safe projects that support the mental health of those involved, as well as enhancing and protecting the historic environment.

To the best of the authors’ knowledge, these are the first research-led guidelines that help heritage organisations support those living with mental health issues.

Postpandemic efforts to rebuild have steered the global economy toward a more sustainable trajectory. It is imperative to acknowledge the pressing need for further enhancements in the sustainable development of the tourism industry. This study aims to examine the influence of personal factors, including environmental concern, cultural interest, travel lifestyle and involvement, on tourist satisfaction and revisit intention, using the theory of planned behavior (TPB) as its framework.

The data was gathered through surveys conducted in three of Türkiye’s most famous slow travel destinations: Seferihisar, Gökçeada and Akyaka. The analysis was carried out using SPSS and SmartPLS software, with subsequent structural model testing.

This study presents an extended model that incorporates four individual factors, tourist satisfaction, TPB and revisit intention. All hypotheses have been rigorously tested, and the model accounts for 60.4% of the variance in revisit intention. The findings are comprehensively discussed in this article, supported by relevant theoretical frameworks.

Future research avenues could delve into the evolution of slow tourism in both developed and developing countries, assess disparities in revisit intentions between slow tourism and mass tourism destinations and investigate the prospects of sustainable tourism development in the postpandemic era.

The authors use the TPB to examine individual factors, tourist satisfaction and revisit intentions, aiming to build an extended model to gain a deeper understanding of the slow tourist decision-making process.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.