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The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in the field of school-based health education reimagine the possibilities and potential of the subject to rise to the challenges presented and make a difference in learners' worlds. In this paper we explore the potential of health education learning to contribute to aspects of the Organization for Economic Co-operation and Development's (OECD's) Learning Compass 2030 from our perspective in Aotearoa New Zealand. This is a learning framework that uses the metaphor of navigation to demonstrate the competencies young people need in order to thrive in the world and has a significant focus on wellbeing for people and society (OECD, 2019).

We explore the links between the learning compass and a socio-critical approach to secondary school-based health education learning opportunities by producing and refining our own knowledge of the learning contexts and experiences that could potentially contribute to the elements of compass. We present this as dialogue produced through asynchronous online conversations between the paper's two authors across a three-month period in 2020 – a method befitting our COVID-19 times.

After employing a deductive thematic analysis we found extensive links between health education learning and aspects of the compass which are congruent with the notion that it is more about how the subject is taught than what is covered in a socio-critical health education. We communicate our findings by organising them into three themes that arose for us in analysis: learners' capability to understand the world, navigate the world and change the world.

We conclude the paper with key questions to consider if we are to reimagine school-based health education in order for learning experiences in the subject to enrich learners' understanding of how to navigate the complex and uncertain times they will face across their lives.

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.

Using in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.

The authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.

This research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.

The shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

This article focuses on the development and current situation of services for people with learning disabilities in England. Deinstitutionalisation started in the 1960s, when a series of scandals in hospitals were brought to public attention. In response, the 1971 government White Paper Better Services for the Mentally Handicapped was published, and the first community‐based services were introduced. Further policy papers attempted to modernise social services in the following period. The 2001 White paper Valuing People is the most recent policy framework specific to people with intellectual disabilities. It identifies rights, independence, choice and inclusion as the four leading principles for services and support, and will be of primary importance for future development. However, at present implementation is in the very early stages. Not least, the intense implementation of market mechanisms by the Thatcher Government in the 1980s and 1990s has led to a situation that is hard to grasp, the organisation of care and support varying from authority to authority.

To explore the nature and scope of good and bad practice in the relationships that UK supermarkets have with their suppliers of own‐label products in the main commodity sectors (meat, dairy, fresh produce).

The paper presents the results of a postal survey of supermarket suppliers, which formed part of a wider study of corporate social responsibility in UK supermarket supply chains.

The results demonstrate the heterogeneity in relationships between supermarkets and their suppliers of own‐label products in the main commodity sectors the extent to which retail and supply chain strategy is likely to influence the way in which supermarkets deal with suppliers. Best practice was most evident in the two supermarket supply chains where supply base rationalisation has virtually ceased and the adoption of lead suppliers and sole suppliers has been most evident in recent years.

Postal survey limited to suppliers in three commodity sectors, where buyer power is greatest. Would expect different results for relationships with branded suppliers.

With supermarkets coming under increasing scrutiny over the way they treat suppliers, the conceptual framework and survey instrument represent a mechanism for independent assessment of supply chain relationships in sensitive markets, which could be used constructively to encourage the more widespread adoption of good practice and the elimination of bad practice in supermarket relationships.

This paper presents the results of the first attempt anywhere to empirically measure fairness in relationships between supermarkets and their suppliers. Further research is necessary but the results of our early work are extremely encouraging.

Despite spirituality being a key aspect of quality of life, it appears to remain a low-priority area for social and health care government policy. The purpose of this paper is to identify and describe what, if at all, UK policy says about spirituality in relation to the care of people with learning disabilities (LD).

A systematic policy review using three government databases: legislation.gov.uk; Department of Health and Directgov (now known as gov.uk) was carried out.

The review identified policy gaps and a general lack of government directives in relation to the spiritual care of people with LD. Whilst research in this area is gathering momentum, practical implementation which makes a real difference to the spiritual experiences of people with LD appears to be sparse.

To the authors’ knowledge, this is the first systematic policy review on this subject area, highlighting the need for spirituality to become a more supported aspect of social care within LD services.

The purpose of this paper is to analyze the community conservation movement in Oaxaca, a bioculturally diverse state in southern Mexico, with a particular focus on indigenous and community conserved areas (ICCAs) as an emergent designation over the last decade.

A survey of indigenous and mestizo community conserved areas in Oaxaca was conducted in 2009 as part of a broader inventory of the ICCAs of Belize, Guatemala and Mexico.

The survey revealed 126 sites of community conservation in Oaxaca covering 375,457 ha, 14.5 percent more than the 327,977 ha included in nationally decreed Protected Natural Areas in the state. A total of 43 sites are certified community reserves comprising 103,102 ha, or 68.7 percent of the 150,053 ha included in the 137 certified sites recognized nationally. The diversity of Oaxaca's ICCAs, which have emerged creatively in variable cultural, ecological and historical contexts throughout the state, provide an opportunity to assess the effectiveness of community conservation efforts.

Mexico is one of the few countries that have an extensive inventory of ICCAs that could be incorporated into an international registry being formulated by the World Conservation Monitoring Centre.

Although disasters remain statistically rare events, the last decade has seen an increase in the number of major incidents affecting the UK. Concurrent with this increase have come clinical data, showing how psycho‐social health may be adversely affected by disasters. Aims to give the UK Department of Health a survey of the current provision of psycho‐social care after disasters at English Regional Health Authority level and to make recommendations regarding good practice in the care of victims of trauma by health care professionals. Uses varied methodology. Letters were sent to all the Regional Public Health Departments, asking for information about the psychological care element within their major incident plans. Shows that the provision for psycho‐social care following a disaster in England is extremely variable and although there are undoubtedly regions with considerable expertise and interest, there are also regions where provision appears to be minimal or non‐existent. Recommends the provision of specialist traumatic stress services at regional level.

The purpose of this study is to compare the UK demographics of forced marriage of people with learning disabilities and people without learning disabilities to inform effective safeguarding practice.

An analysis of all cases of forced marriage reported to the UK Government’s Forced Marriage Unit (FMU) between 2009 and 2015.

People with learning disabilities are at five times greater risk of forced marriage than people without learning disabilities. Men and women with learning disabilities are equally likely to be forced to marry, whereas amongst the general population, women are more likely than men to be forced to marry. Patterns of ethnicity, geographic location within the UK and reporters are the same for people with and without learning disabilities.

The analysis is based on cases reported to the FMU, and for some cases, data held was incomplete. More importantly, many cases go unreported and so the FMU data does not necessarily reflect all cases of forced marriage in the UK.

Forced marriage of people with learning disabilities is a safeguarding issue. Practitioners across health, education, criminal justice and social care need to better understand the risk of forced marriage for people with learning disabilities. Links to practice resources developed as part of the wider project are provided.

This is the first time that researchers have been given access to FMU data and the first time that a statistical analysis of cases of forced marriage involving someone with a learning disability have been analysed.

The purpose of this paper is to provide a commentary on, “Afraid to leave the house: issues leading to social exclusion and loneliness for people with a learning disability”.

This paper considers the impacts of cuts to services, support and care that people with learning disabilities experience and the effects these cuts can have on social inclusion and positive social networks. Ways in which these impacts can be overcome are considered.

Listening to the voices of people with learning disabilities can provide opportunities for positive change which meet the needs of people with learning disability and society more widely.

The commentary uses evidence to consider the effects of cuts to services on the lives of people with learning disability and to provide possible solutions.