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Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

The purpose of this article is to provide a general review of the health-care needs in Kenya which focuses on the role of community engagement in facilitating access and diminishing barriers to quality care services. Health-care concerns throughout Kenya and the culture of Kenyan’s health-care practices care are considered.

A comprehensive review covered studies of community engagement from 2000 till present. Studies are collected using Google Scholar, PubMed, EBSCOhost and JSTOR and from government and nongovernment agency websites. The approach focuses on why various populations seek health care and how they seek health care, and on some current health-care delivery models.

Suggestions for community engagement, including defining the community, are proposed. A model for improved health-care delivery introduces community health workers (CHWs), mHealth technologies and the use of mobile clinics to engage the community and improve health and quality of care in low-income settings.

The results emphasize the importance of community engagement in building a sustainable health-care delivery model. This model highlights the importance of defining the community, setting goals for the community and integrating CHWs and mobile clinics to improve health status and decrease long-term health-care costs. The implementation of these strategies contributes to an environment that promotes health and wellness for all.

This paper evaluates health-care quality and access issues in Kenya and provides sustainable solutions that are linked to effective community engagement. In addition, this paper adds to the limited number of studies that explore health-care quality and access alongside community engagement in low-income settings.

The chapters in this book focus on how university-school-community (USC) partnerships are implemented in colleges, universities, school systems, and community organizations around the world. The purpose of these multi-disciplinary programs is to reform teaching and learning experiences for all participants. Using case studies and other empirical research, this volume presents a broad and in-depth overview on a variety of USC partnerships to assist educators in the process of transforming organizations using innovative approaches to improve community and school system development. This chapter will provide an overview to this volume and establish a framework for better understanding the nature of university partnerships to enhance community and school system development.

Little is known about the association of intimate partner violence (IPV) with specific HIV-treatment outcomes, especially among criminal justice (CJ) populations who are disproportionately affected by IPV, HIV, mental, and substance use disorders (SUDs) and are at high risk of poor post-release continuity of care.

Mixed methods were used to describe the prevalence, severity, and correlates of lifetime IPV exposure among HIV-infected jail detainees enrolled in a novel jail-release demonstration project in Connecticut. Additionally, the effect of IPV on HIV treatment outcomes and longitudinal healthcare utilization was examined.

Structured baseline surveys defined 49 percent of 84 participants as having significant IPV exposure, which was associated with female gender, longer duration since HIV diagnosis, suicidal ideation, having higher alcohol use severity, having experienced other forms of childhood and adulthood abuse, and homo/bisexual orientation. IPV was not directly correlated with HIV healthcare utilization or treatment outcomes. In-depth qualitative interviews with 20 surveyed participants, however, confirmed that IPV was associated with disengagement from HIV care especially in the context of overlapping vulnerabilities, including transitioning from CJ to community settings, having untreated mental disorders, and actively using drugs or alcohol at the time of incarceration.

Post-release interventions for HIV-infected CJ populations should minimally integrate HIV secondary prevention with violence reduction and treatment for SUDs.

The purpose of this paper is to describe the course, “Designing Education for Better Prisoner and Community Health,” which provided students with the knowledge, skills and resources needed to build real-world health education materials for persons who are criminal justice involved.

A multiphase engaged scholarship course was designed and implemented through the Brown University School of Public Health in Rhode Island, USA.

Students collaborated closely with instructors, subject matter experts and affected community members to develop highly tailored health education projects across six topic areas. The structure and outcomes of the paper are described with the hope that other instructors and institutions might replicate components of the model.

Engaged scholarship in public health can provide students with rich, collaborative learning experiences, and when executed effectively, these endeavors can provide underserved communities with robust and informed health education interventions and programs.

This special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how university faculty members and researchers support teachers to cross boundaries resulting from the introduction of key competencies-based (hexin suyang 核心素养) curriculum reform (KCR).

The theme of continuity and change is examined against the backdrop of Chinese lesson study's (CLS's) consistent supporting role in enabling curriculum reform. These analyses make use of concepts involved in understanding boundary crossing, such as using boundary objects and their roles, to help make sense of the new theories, tools, and resources as well as relationships engendered in responding to the reform's demand. While recognizing the continuity at play in Chinese LS, the authors use the lens of learning at the boundary of research-practice partnerships (RPPs) (Farrell et al., 2022) to contemplate the future of CLS.

The papers touch on three major themes: (1) the role of university-school partnerships in meeting the new demands of key competencies reform; (2) resourceful tools, strategies and structures to support boundary crossing for teachers; and (3) roles and relationships for mutual learning in university-school partnerships. Together these three themes, considered across the papers in this issue, point to the need to redefine CLS to engender versatility and hybridity and to enlist mutual learning relationships in future university-school partnerships. Such redefinition positions lesson study to both continue and change.

The papers in this issue are expected to promote mutualist learning in future CLS research-practice partnerships. To do so, research needs to move from focusing on change of a single case teacher to clarifying what experts and teachers each learn from the LS and from each other. Attention also needs to focus on the collaborative discourse and ways such discourse is able to promote mutual learning, emotional support in facing change as well as critical and constructive problem solving.

Practically, to better support boundary crossing, this special issue encourages academics and teachers to identify and work around boundary objects and their enabling features to enhance knowledge and identity of both university and teacher participants for more effective research-practice partnerships.

This special issue offers a pioneering set of studies that contributes to an in-depth understanding of how CLS is supporting the current competencies-based reform in China. It also provides concrete future directions for research and practice to enhance university-school partnerships' response to reform.

The emergence of virtual reality (VR) has the potential to revolutionize various industries, including tourism, as it delivers a simulated environment that closely emulates real-life experiences. Therefore, this study aims to explore how the factors, i.e. enjoyment, emotional involvement, flow state, perceived privacy risk, physical risk and cost, influence the customers’ intention to use VR for tourism.

This study integrates the technology acceptance model, hedonic consumption theory with other factors, including cognitive response, authenticity, perceived privacy risk, perceived physical risk, perceived cost and perceived presence. Partial least squares structural equation modelling approach was used to test the proposed research model.

The finding based on the sample of 252 respondents revealed that authenticity is the most influential factor impacting behavior intention followed by perceived cost, attitude, cognitive response and enjoyment. Also, the study supported the moderating impact of personal innovativeness between attitude and behavioral intention to use VR for tourism.

The findings of the study offers practical implications for service providers, site managers, destination marketers, tourist organizations and policymaker to develop more effective strategies for offering VR services for tourism.

This study enriches the current understanding of VR adoption in context of tourism with empirical evidences.

Regarding the implementation of public policies focused on teacher education, it can be noted that in recent years the Brazilian Federal Government has intensified its proposal for programs focused on initial teacher training. Since 2007 in Brazil, the Institutional Scholarship for Teaching Initiation Program (PIBID) has become a public policy organization focused on teacher education. Through analyzing the implementation of these projects approved in the PIBID environment, it is possible to note that different activities have been developed in the university-school partnerships and that these joint actions supply a multiplicity of collaborative experiences. The main contribution that the PIBID performs for future teachers is that of conceiving a different educational space, which considers the school as a locus of teacher learning. Through this partnership, future teachers can experience a period understood as “pre-teaching,” during which it is possible to project themselves into their future teaching profession, experiencing their dilemmas, challenges, and successes. We can also single out the involvement of the teachers in the partner schools in the development of research into their own practices and the movement of universities in (re)thinking their teacher training courses.

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are university–school partnerships, seen as possessing immense multidimensional potential. The model of university–school partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.

The refugee journey is fraught with challenges before, during and after resettlement. There is a critical need for mental health support upon arrival, and refugees face language, cultural and logistical barriers. Arts-based therapies are a promising approach to mitigating such barriers. The purpose of this study was to elicit professional stakeholder perspectives on mental health challenges among refugees, the value of arts-based programs and future directions.

The authors conducted three 90-min focus groups with 19 professional stakeholders in North Carolina, USA. This included mental health professionals, professors and community services/resettlement workers. Participants were identified from professional networks and snowball sampling. Each group was held by videoconference, audio recorded and transcribed. Data were analyzed through a team-based approach using applied thematic qualitative analysis.

Interviewees described a need for targeted, culturally compatible mental health services for refugee families, including trauma-informed, family-focused services with language interpretation. Arts-based therapies were viewed as highly acceptable and culturally responsive approaches for understanding distress and building resilience and less stigmatizing than traditional mental health services. Services in schools and community settings would further reduce stigma and minimize logistical barriers. Participants identified needing strong, culturally sensitive assessment tools to measure treatment progress as a key future direction.

The study offers novel insights into the value of arts-based approaches and considerations for program development. The next phase of the project will obtain the perspectives of refugee parents and children to understand client preferences for arts-based therapies.