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Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

This study explored the impact of emphasis on the group development process on the perceived importance of and confidence in group work skills and students’ perception of group work use in the collegiate classroom as developed by Tuckman and Jensen (1977). The purposive sample utilized in this study included 33 undergraduate students enrolled in an introductory leadership and service course at a southern, land-grant institution. Knowledge of the group development process enhances a student’s perceived importance and confidence in group work skills. The emphasis on group development process also positively impacted students’ perception of group work being utilized in the collegiate classroom. The importance of group work skills continues to be reflective of the demand from employers; therefore, educators must continue to develop these transferable skills in today’s students. Although relevant across disciplines, leadership educators should take a leading role in developing such skills in students.

With increasing acceptance of followership as a counterpart of leadership, the study of followership within graduate-level leadership and business curricula should be equally considered. Further, an understanding of andragogy, or adult education theory, is of benefit with the inclusion of creativity within a followership curriculum. By developing creative capacity within followership education, graduate students are better equipped to influence the business world with innovative thinking skills that enhance problem solving in an increasingly competitive work environment.

The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate.

The current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire.

Findings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations.

The present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes.

Researchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.

The purpose of this paper is to review the evidence of alcohol use disorders within the different stages of the criminal justice system in the UK. Furthermore it reviewed the worldwide evidence of alcohol brief interventions in the various stages of the criminal justice system.

A rapid systematic review of publications was conducted from the year 2000 to 2014 regarding the prevalence of alcohol use disorders in the various stages of the criminal justice system. The second part of the work was a rapid review of effectiveness studies of interventions for alcohol brief interventions. Studies were included if they had a comparison group. Worldwide evidence was included that consisted of up to three hours of face-to-face brief intervention either in one session or numerous sessions.

This review found that 64-88 per cent of adults in the police custody setting; 95 per cent in the magistrate court setting; 53-69 per cent in the probation setting and 5,913-863 per cent in the prison system and 64 per cent of young people in the criminal justice system in the UK scored positive for an alcohol use disorder. There is very little evidence of effectiveness of brief interventions in the various stages of the criminal justice system mainly due to the lack of follow-up data.

Brief alcohol interventions have a large and robust evidence base for reducing alcohol use in risky drinkers, particularly in primary care settings. However, there is little evidence of effect upon drinking levels in criminal justice settings. Whilst the approach shows promise with some effects being shown on alcohol-related harm as well as with young people in the USA, more robust research is needed to ascertain effectiveness of alcohol brief interventions in this setting.

This paper provides evidence of alcohol use disorders in the different stages of the criminal justice system in the UK using a validated tool as well as reviewing the worldwide evidence for short ( < three hours) alcohol brief intervention in this setting.

The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

Societal grand challenges have moved from a marginal concern to a mainstream issue within organization and management theory. How diverse forms of organizing help tackle – or reinforce – grand challenges has become centrally important. In this introductory paper, we take stock of the contributions to the volume on Organizing for Societal Grand Challenges and identify three characteristics of grand challenges that require further scholarly attention: their interconnectedness, fluidity, and paradoxical nature. We also emphasize the need to expand our methodological repertoire and reflect upon our practices as a scholarly community.

The number of students with disabilities pursuing a college education has increased dramatically in recent years (Hall and Belch, 2000; Hitchings et al., 2011; Horn et al., 2006; Retish and Horvath, 2005; Snyder et al., 2016; Stodden et al., 2001), yet, evidence suggests that these students continue to encounter significant challenges and barriers that may have a dramatic effect on their college experience (Madaus and Shaw, 2006; Sniatecki et al., 2015; Stodden et al., 2001). The paper aims to discuss this issue.

Positive experiences and aspects of being a college student with a disability have not garnered as much consideration and have received little attention in the professional literature to date. The current study sought to address this gap through examination of positive aspects of disability among 12 undergraduate students. Data were gathered via qualitative interviews.

Results included five distinct themes related to students’ experiences: personal growth and self-acceptance; empathy/understanding; advocacy and teaching others; unique relationship experiences and opportunities; and drive/determination/perseverance.

The implications of these themes and future directions for research on positive aspects of disability are also addressed.

The results of this study provide support for the social model of disability as a lens to view individuals with disabilities as complete people who, with their impairments, can and do go on to lead positive and meaningful lives.

The purpose of this paper is to identify promising themes of the papers in the special issues of Equality, Diversity and Inclusion dedicated to advancing scholarship on sex-based harassment.

A conceptual overview of the research pertaining to these themes and an analysis of the special issues papers' contributions to these themes.

Four themes that represent important but relatively neglected lines of inquiry into sex-based harassment are identified. These are (1) the psychology of harassment, (2) organizational culture and networks, (3) the invisible majority and (4) the importance of collective action.

The paper offers an expert perspective on the state of research related to sex-based harassment and four themes that are important to moving it forward.