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The purpose of this research is to understand how people living with chronic illness understand their healthcare needs, particularly as they can be disrupted by natural hazards events (e.g. earthquakes, flooding and landslides), which can result in chronic health conditions becoming acute. Research has shown that, because of such disruption, people with chronic illness face the greatest risk of adverse health outcomes during a disaster, placing significant demand on healthcare systems.

The research draws on a narrative analysis of in-depth, semi-structured interviews with eight people who have a chronic illness and live in a hazard-prone location, namely Petone, Lower Hutt, Aotearoa New Zealand.

Two major narrative themes were identified: “Social Capital”, which included the three subthemes of community, social connection and support and family and friends. Tellers also experienced a strong sense of “Independence”, as demonstrated through seven subthemes that included declaration, defiance, rules, experience, acceptance, responsibility, self-surveillance and self-management.

Practice output from this research includes the development of fit for purpose emergency management policies and other educational resources to ensure equity, access and choice for people with a chronic illness and their communities.

This research produces in-depth knowledge and insight into the preparedness and response needs of people who live with a chronic illness. This is an under-research area in disaster management in Aotearoa New Zealand.

Routine medical treatment for people living with chronic illness can be disrupted by natural hazard events (e.g. earthquakes, flooding and landslides), which can result in chronic health conditions becoming acute. Research has shown that, because of such disruption, the chronically ill face the greatest risk of adverse health outcomes during a disaster, placing significant demand on healthcare. This research investigates how people living with chronic illness experience disaster preparedness and response while residing in a hazard-prone location, namely Petone, Lower Hutt, Aotearoa New Zealand. The study argues that it is imperative to acknowledge the experiences of people with chronic illness as they provide specific insights into their needs during a disaster.

Provisions for the minimisation of human error are essential through governance structures such as recruitment, human resource allocation and education/training. As predictors of safety attitudes/behaviours, employees’ personality traits (e.g. conscientiousness, sensation-seeking, agreeableness, etc.) have been examined in relation to human error and safety education.

This review aimed to explore research activity on the safety attitudes of healthcare staff and their relationship with the different types of personalities, compared to other complex and highly regulated industries. A scoping review was conducted on five electronic databases on all industrial/work areas from 2001 to July 2023. A total of 60 studies were included in this review.

Studies were categorised as driving/traffic and industrial to draw useful comparisons between healthcare. Certain employees’ personality traits were matched to positive and negative relationships with safety attitudes/behaviours. Results are proposed to be used as a baseline when conducting further relevant research in healthcare.

Only two studies were identified in the healthcare sector.

The necessity for additional research in healthcare and for comparisons to other complex and highly regulated industries has been established. Safety will be enhanced through healthcare governance through personality-based recruitment, human resource allocation and education/training.

This chapter examines two 21st-century Disney fairy tale adaptations, Frozen (2013) and its sequel Frozen II (2019), focussing on the representation of male characters and the discourse on masculinity that can be inferred from both films.

Despite featuring two prominent female protagonists – Queen Elsa and Princess Anna – and dealing with themes such as sisterhood and female bonding, a close reading of the two films reveals that they are as much about masculinity as they are about femininity. For instance, filmmakers introduce heterosexual romance where there was none before, as well as male characters Prince Hans and Kristoff, who are not present in the literary source that they draw from, Hans Christian Andersen's ‘The Snow Queen’ (1844).

Furthermore, these male characters are given names, personalities, and motivations, which cannot be said of previous Disney fairy tale Prince Charming-type figures. Therefore, Hans and Kristoff are proposed to be variations of this archetype and can be read as an attempt on Disney's part to complicate it, undermine the patriarchal masculinity that it stood for in its previous Disney renderings, and propose alternative models for the implied 21st-century audience.

Although Prince Hans is initially presented as a stereotypical Disney fairy tale prince, he is eventually revealed to be a narcissistic lover and a patriarchal villain. Kristoff, by contrast, is the humble, lower-class, sensitive ‘new’ man who is presented as a socially acceptable alternative and finally takes Prince Charming's place by becoming the princess's love interest and partner. Frozen can be read as a cautionary tale that urges young women to choose their romantic (male) partners wisely and warns both male and female audiences against the dangers of fragile patriarchal masculinity.

The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health disorder. This represents 16% of children in that age group and is an increase from 1 in 9 in 2017 (Public Health England, 2021). Evidence suggests that some children and young people, particularly those who are economically disadvantaged, females and those with pre-existing mental health needs appear to have experienced greater negative impacts on their mental health and wellbeing during the COVID-19 pandemic (Public Health England, 2021) and schools and colleges therefore play an important role in continuing to support children and young people’s mental health. Evidence from the national charity, Education Support (2022), also indicates that the mental health of staff working in education has deteriorated, leading to adverse effects on job satisfaction, burnout and retention. This chapter explores the latest evidence relating to Children and Young People’s (CYP) mental health and the whole school approach to mental health, including the mental health of staff who work in the education sector. It makes a case for implementing a mental health curriculum in schools. It addresses the concept of mental health literacy and approaches for working in partnership with children and young people. It makes an argument for universal screening and outlines approaches for working in partnership with parents, carers and other agencies. Theoretical perspectives are considered and applied to school contexts.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.

The purpose of this study is to examine the impact of a collaboratively designed digital road safety intervention on a sample of young drivers and their self-reported traffic offending behaviours before and after the digital intervention.

This research involved surveying young drivers who shared their driving behaviours and views of police legitimacy through both in-person and online surveys. Analytical methods, including descriptives and hierarchical regressions, were used to examine the differences between participants who received the intervention versus those in a control group. Participants were also separated based on their involvement in a police-led road safety program before the intervention.

The findings of this study indicated that young drivers who received the intervention showed no improvements in their reported offending behaviour immediately following or three months following the delivery of the intervention. However, views of police legitimacy were a significant predictor and correlated with the reported offending behaviour among young drivers.

This study provides critical insights for policymakers and road safety educators by demonstrating the potential and limitations of digital interventions in altering young drivers’ behaviours. The findings suggest that while digital platforms can effectively communicate road safety messages, traditional face-to-face methods like the Life Awareness Workshop program may be more impactful in changing behaviours. Policymakers should consider integrating digital interventions with conventional programs to enhance their effectiveness. Additionally, fostering positive views of police legitimacy can be a crucial strategy in encouraging compliance with road rules among young drivers, thereby improving overall road safety.

This research indicates that while the co-design intervention proved promising to ensure that an evidence-based road safety message would be delivered to young drivers in an appropriate manner, in this case, that did not lead to any significant changes in driver behaviour. These results highlight the difficulty in reaching young drivers to affect a behaviour change digitally and indicate that further research is required.

This introductory chapter provides the context for this edited collection: Care and Coronavirus: Perspectives on Children, Youth and Families which aims to understand care in the context of COVID-19, the practices, experiences and potential futures of it for children, young people and families. In this chapter, the authors begin by exploring COVID-19 and its implications for children, young people and families. This includes a consideration of how particular discourses of childhood and youth often led to the marginalisation of children in care policy and practice during the lockdown periods. The authors then discuss interdisciplinary literature on care to identify directions in policy, practice and research, drawing attention to the political nature of care and the need for scholars of childhood, youth and family to engage with these critical and political approaches to care. The authors argue that developments in the field of Childhood Studies can be brought into productive dialogue with care to forge new ways of thinking through care and childhood. The final part of the chapter provides an overview of the ensuing chapters and concludes with the implications of this work for future research, policy and practice. The authors argue that COVID-19 heightened the attention paid to care and the ways in which care is vital for the maintenance of ourselves and the world around us, while also cautioning about the inequalities and the commodification of care that was revealed in these times. The authors end with a call for reflection on the failures and successes of caring during the pandemic and in its aftermath so we might plan a more caring, hopeful future.

Millions of children participate in community sports clubs and leagues each weekend across the UK, and other countries. The rates of participation and the cultural significance of these sports in different countries are not always matched by recognition or support from governments. Policy interest in sport in the UK has, in recent years at least, tended to focus on elite performance and the hosting of events such as the Olympics and the UEFA European Championships. Commitment to grassroots and community sports has waned, or been limited to how sport and/or physical activity can help to deliver other policy goals. The lack of funding provided to community sports clubs can lead to young people with limited resources being excluded from clubs. Inequalities in participation in sport and physical activity were exacerbated during lockdowns and restrictions imposed during the coronavirus pandemic. This chapter explores some of the contemporary challenges facing grassroots youth sports clubs and highlights the possible advantages of adopting a different approach to them, including consideration of the informal care provided by sports clubs and the role that they can play during critical moments in children and families' everyday lives.

Work-study programmes aim to support young adults transitioning from tertiary education to work and contribute to enhancing their employability. The purpose of this study is to provide a detailed analysis of the learning experiences of trainees in work-study programmes within the broad field of engineering.

The data gathering procedures used interviews with participants of a specific work-study programme and conducting thematic analyses to identify and understand the motivations of these adults for enrolling in work-study programmes and their associated workplace learning experiences. Fifty-two alumni of electrical and logistics engineering programmes completed 12 months of a separate work-study programme and consented to participate in an hour-long interview. They elaborated upon their work-learn experiences to explicate their work-learn needs and challenges in those interviews.

Findings include workplaces facilitated skills development through providing combinations of work tasks comprising both routine and novel work assignments; challenging circumstances at the workplace provided trainees with opportunities to develop adaptive capacities; and engaging in non-routine work processes fosters integration into the engineering workplace community.

The findings contribute to the existing literature by exemplifying how routine engineering activities are practical affordances through which engineering trainees construct knowledge and dispositions for engaging in challenging, non-routine engineering work. Such experiences are crucial in preparing trainees for advanced roles in logistics or electronic sectors.