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This paper aims to describe characteristics of individuals known to an integrated intensive support team (IST) for adults with intellectual disabilities (age, sex, ethnicity, level of intellectual disability, diagnoses). This paper also aims to report on community service input, the use of Dynamic Support Database-Clinical Support Tool, Care and Treatment Reviews and admissions and discharges from mental health hospitals.

A retrospective cohort study using routinely collected data over a two-year period.

Around 90 individuals aged 19–73 years were rated as at risk of admission to mental health hospital, using the Dynamic Support Database-Clinical Support Tool. There were more men (62%) than women. Almost half (47%) had a mild intellectual disability, and around a third (37%) were autistic. Of the 63 individuals known to the team who were rated red (imminent risk of admission), three individuals were admitted to hospital. Therefore, 95% of potential admissions were avoided.

This adds to the emerging evidence of the utility of ISTs integrated within community learning disability teams in reducing admissions to hospital.

To the best of the authors’ knowledge, this study is the first to evaluate IST outcomes using the Dynamic Support Database-Clinical Support Tool.

Far from being ‘a great equaliser’, the COVID-19 pandemic exacerbated existing inequities and produced new ones. Yet, in the face of the multiple crises which the COVID-19 pandemic amplified, including a crisis of care, novel imaginaries and practices emerged to navigate the instability it wrought. For instance, although children were largely out of focus during the pandemic, when they appeared in discussions it was often along well-worn paths bound up in the chameleon-like figure of the child as the risk and at-risk. Yet by paying close attention to children's own experiences, we can see multiple examples of their care for and about Others. I make the case that this care was radical in the context of Coronavirus, not least because the tropes of the risky or at-risk child threatened to fracture possibilities of intergenerational solidarities necessary for navigating the pandemic and important for addressing widespread injustices.

Although existing research demonstrates that the health and wellbeing of prison staff is affected by many factors, the current academic evidence base for effective support is limited. The aim of this study was to explore the experiences of prison staff who had been involved in the Spark Inside Prison Staff Coaching Programme to understand the perceived benefits of this intervention.

An exploratory approach using in-depth semi-structured interviews with 17 staff who had experienced coaching was used.

Perceived benefits included personal and professional growth, a positive sense of self and improved relationships. A positive influence on health and wellbeing and staff retention was noted.

The research details the perceived benefits of coaching for prison staff and adds to the evidence base about what interventions can usefully support the health and wellbeing of correctional staff. The findings have implications for prisons as well as broader occupations who experience challenges with staff retention.

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.