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Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

Several factors and forces in school-level leaders' work can heighten emotions and incite emotionally charged situations. Challenges that heighten school-level leaders' emotions are related to systemic factors, people factors and personal factors. The extent to which each of these different factors influence the emotional experiences of school-level leaders, and whether that influence ends up being positive, negative or neutral, is contextual in nature. The systemic factors include encountering barriers when advocating for students, managing an intensified and expanding workload, working within disorienting policy contexts, and receiving a lack of support from their employer. Changes in school-level leaders' work and workload due to the COVID-19 pandemic that heightened emotions and emotional labour are also considered when discussing the systemic factors. People factors evident in the literature include workplace conflict, gendered power relations and crises and tragedies in the school community. The emotional labour inherent in school-level leadership comes to the forefront when considering the impact of these people factors on emotions at work because school-level leaders are tasked with making decisions that can have an immense impact on peoples' lives. Personal factors discussed in this chapter surround a school-level leader's individual emotional intelligence abilities and media attention directed towards them.

This collaborative effort aims to reduce international teacher attrition. Findings from the data are meant to be shared with principals to reduce the number of international teachers leaving teaching. The study revolves around three important research questions: What challenges do international teachers encounter and how do they meet them? What individual strengths help international teachers develop resilience in the transition process? and What support mechanisms help international teachers develop resilience in the adaptation process? The chapter ends with recommendations and implications for school leaders as they create conditions that will help retain new teachers.

This chapter maps out and provides a rapid assessment of, the successes and shortcomings of key national interventions on youth employment in South Africa. It focuses on programmes intended for young people aged 15–34 years of age, considering the specific needs of 15–24 year olds as compared 25–34 year olds and the particular needs of young women, youth with different educational qualifications, youth from the rural areas, youth with disabilities as well as youth from varied socio-economic backgrounds and social issues. The conceptual framework underpinning this chapter informs the way in which the data has been categorised and analysed. The framework is underpinned by a core assumption, that, while unemployment is a national challenge in South Africa, there are particular challenges that specifically affect youth. This requires a youth employment strategy that addresses the needs of different cohorts of young people and specifically addresses the myriad of ways in which young people transition into the labour market. The chapter further proposes that we need to understand that enabling successful Labour Market Transitions necessitate a strategy that can overcome ‘failures’ with respect to both supply and demand as well as ‘failures’ of alignment between supply and demand.

South Africa’s youth bulge provides both a potential asset and challenge for economic growth. The potential demographic dividend that this youth bulge represents can only manifest if youth are economically active. With youth unemployment above 51% and 7.6 million youth not in employment, education, or training − large numbers of youth are at-risk for long-term social and economic exclusion. This will only perpetuate structural inequality and poverty. In the context of extended lacklustre economic growth, the capacity of the formal economy to create large-scale employment is limited without active interventions to facilitate successful transition and entry into the labour market. This chapter explores the nature of youth transitions in South Africa. It examines the range of ‘failures’ that hamper successful transitions and presents a framework for conceptualising the role of labour market interventions in overcoming these. It then locates the Harambee Youth Employment Accelerator (Harambee) within the ecosystem of labour market interventions, describing its approach, evolution and the lessons that have emerged for how to support successful youth transitions.

Significant progress towards the provision of a more equitable and inclusive education system in Ireland has been made in recent years. Through an interrogation of the research that has influenced changes in national policy and practices, this chapter includes a discussion of associated literature, which addresses national inclusive education priorities in Ireland. Building upon a method for reviewing the literature applied in Ireland as part of a major longitudinal study (Rose et al., 2010), a discussion of the current situation is presented in relation to progress towards the Education for All Goals and key issues for further scrutiny are proposed.

Significant progress towards the provision of a more equitable and inclusive education system in Ireland has been made in recent years. National policy initiatives have been supported by the implementation of new assessment and resourcing models and procedures that aim to ensure appropriate support of children described as having special educational needs. A focus upon teacher training and professional development and consideration of education in the post-compulsory years have resulted in changes aimed at improving access and quality of services. This chapter through an interrogation of the research that has influenced changes in national policy and practices, and a scrutiny of associated literature, discusses both the successes achieved towards addressing national inclusive education priorities, and those areas which remain a challenge and in need of further investigation. Building upon a method for reviewing the literature developed by the authors and applied in Ireland as part of a major longitudinal study (Rose, Shevlin, Winter, & O'Raw, 2010) a discussion of the current situation is presented in relation to progress towards the Education for All Goals and key issues for further scrutiny are proposed.