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Despite all the “miracle chip” press and TV publicity, half the firms in The Times 1000 were unaware of the potential of microprocessors, according to a Department of Industry report earlier this year. To correct matters, DoI consultants PA Management set out in May on a three‐month crusade to convert 3,000 hand‐picked industrial and trade union leaders to the new technological faith. Education and training officers should consider the other side of the coin. Even before this campaign, 47 per cent of The Times 1000 were aware of the new microelectronics. About 80 leading companies — mainly in high technology like defence and communications — were already producing microprocessor‐based products. Some 22 per cent were actively re‐training, and a further 17 per cent were deciding what action to take. This level of awareness, in a technology so new, is truly remarkable. But whether awareness can be translated into effective new product development — ahead of foreign competitors — now depends on industry's capacity to re‐train on an unprecedented scale.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

The old year has gone, leaving its trail of never‐to‐be‐forgotten memories of strife and turbulence, calamity, disaster, and a huge burden of worries for us to face in the New Year. Few if any will not be deeply grateful to see the passing of 1985. Except for the periods of calm there cannot be a year within living memory to equal it in terms of violence, unparalleled in times of “peace”, collosal in terms of soaring social and public expenditure and financial loss, and in disasters in the world beyond the shores of these islands. It would not be an exaggeration to state that the enormous indebtedness which the year has heaped upon the people will never be wiped off, and it has got to be done mainly by those innocent of any misconduct, and their descendants. The unprecedented scale of street and community violence, the looting, thieving and general crime committed behind the screen of it.

We deeply regret to announce the death of Mr. E. Richards Bolton, F.I.C., M.I.Chem.E., who passed away suddenly on February 10th. He had a distinguished career, and among the numerous offices which he had filled, he had been President of the Society of Public Analysts, Vice‐President of the Institute of Chemistry, and a member of the Council of the Chemical Society. His death will be felt as a personal loss by many members of the profession.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

This introductory chapter underscores the urgent need to reimagine school leadership in the face of unprecedented challenges and uncertainties, including the COVID-19 pandemic, ongoing struggles for racial justice, and declining trust in public institutions. The chapter argues that traditional, top-down leadership approaches no longer sufficiently meet the complex needs of students, families, and communities and advocates for paradigm shift toward more collaborative, adaptive, and equity-centered leadership practices. Leadership practices are suggested that build inclusive school communities, foster a culture of continuous learning, and prioritize the holistic well-being of every student are highlighted as crucial. Readers are challenged to rethink the very purpose and goals of education, moving beyond narrow measures of academic achievement to encompass the development of the whole child. Three key themes are introduced: (1) school characteristics and structures for facing future challenges, (2) leadership practices to initiate and support new organizational perspectives, and (3) innovative school organizations addressing crises and implications. The chapter asserts that transforming school leadership requires a fundamental rethinking of the structures, policies, and incentives that shape the work of educational leaders. Therefore, school leaders must be equipped with the knowledge, skills, and dispositions to lead for social justice, build culturally responsive school communities, and create transformative spaces where all students can thrive. This bold vision requires leaders to approach their work with humility, curiosity, and courage as they navigate the complexities of educational leadership in the 21st century.

The purpose of this study was to explore the well-being of school principals and the job-embedded demands responsible for challenging their adoption of healthy self-care practices.

Drawing upon a multidisciplinary theoretical framework that included contributions from the fields of neurobiology and psychology, three tiers of self-care needs were established to inform the study: basic physiological needs such as sleep, hydration, and nutrition; active self-care practices such as exercise, relaxation, and stress relief; and higher order needs such as belongingness and love addressed through work-life balance, volunteerism, and relational belonging. A 45-question survey containing Likert scale items and open-ended questions was returned from 473 practicing building administrators (a 24.4% response rate).

Findings from this study, compared to estimates from the literature, indicate that school leaders work longer hours, are more sleep deprived, more dehydrated, have poorer diet practices, exercise less regularly, and spend less time with their friends and family than the general population. Administrators struggled to find ways within their control to improve their self-care behavior and offered suggestions regarding how the structure of the job itself might be changed to facilitate improving the health of school leaders.

This work offers insight into the current well-being of school principals, and by better understanding administrators’ self-care practices, this study can inform the field in developing supports, practices, and expectations, which promote the health and well-being of building-level leaders. Unhealthy self-care practices may influence their effectiveness, happiness, and possibly their longevity within the profession. Data collected through this study informed ideas about policies and procedures that could promote greater opportunities for healthier, more effective leaders within schools.

This study aims to capture children’s interpretation of holistic well-being within Irish primary schools and add to the development of a comprehensive systems-informed positive education model.

This study utilized visual participatory research methods, including PhotoVoice and one-on-one interviews, to assess children’s (n = 16) well-being, guided by Von Unger’s comprehensive seven-step framework. Data analysis was anchored within grounded theory, beginning with data collection, initial coding, focused coding and culminating in identifying themes and subthemes. Data were interpreted using the mosaic approach by integrating visual and verbal data.

This analysis uncovered three primary themes that affect student well-being: relationships, space and physical environment and learning and curriculum, each with detailed subthemes. For instance, student–teacher relationships, peer relationships, safety, learning spaces, the creative curriculum including arts and music and the experiential richness of outdoor learning are crucial to students' educational growth and well-being. These aspects are seen as interconnected, shaping a holistic educational experience beyond academic learning to encompass students’ comprehensive well-being. The students' narratives demonstrated that learning is not merely an academic exercise but a vital component of their well-being.

This study significantly departs from traditional educational research by advocating for a dynamic, action-oriented understanding of “well-being.” It challenges the static, possessive interpretations of well-being and introduces the concept of well-being as a fluid and ever-evolving process. This reconceptualization positions well-being as a complex construct, influenced by an intricate web of relationships, spanning human and non-human interactions, organizational and environmental structures, personal desires, behavioral practices and broader societal and cultural frameworks.

The purpose of this paper is to asses the role of social networking sites (SNSs) in the 25 January 2011 Egyptian Revolution, also known as the “Arab Spring”.

The research methods used were an adaptive form of snowball sampling of a heterogeneous demographic group of participants in the Revolution, used to select focus groups to explore a range of relevant issues.

SNSs are shown to have played a central and pivotal role in the events known collectively as the Arab Spring. Their importance as a source of non‐governmental information and as a means of informing the external and internal community of internal events is highlighted by all participants.

The paper outlines research into contemporary events of global significance.