This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders.Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse.

This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders.Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse.

This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity and assess links between migration and bullying in Europe and further afield.Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately this book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students.Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, this book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policymakers and practitioners in psychology, technology, and youth studies more broadly will also benefit from this book.

This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity and assess links between migration and bullying in Europe and further afield.Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately this book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students.Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, this book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policymakers and practitioners in psychology, technology, and youth studies more broadly will also benefit from this book.

This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policymakers can establish and foster more equitable partnerships with families. The authors ultimately argue that COVID schooling erased boundaries between schools and families as families translated, decoded, and reshaped learning in their living rooms alongside their children. Chapters use firsthand accounts by parents and caretakers to contextualize and report on how families managed their lives and the education of their children during the pandemic, before exploring the tensions and issues that arose for families which were pandemic caused or the results of educational disparities and inequalities being intensified by the COVID crisis. It thus reveals how caregivers struggled with employment and food insecurities as well as issues such as technology access and their children’s learning needs. Building connections between research and practice, it re‑imagines how families can be education partners, discussing how schools can carry families’ assets into their work on improving schools during the pandemic, times of crisis, and into the post‑pandemic future. It will appeal to researchers and graduates with interests in educational leadership, teacher education, sociology of education, and the sociology of family and parenting, with additional relevance for teachers and school administrators with interests in education in crises, school reform, and educational leadership.

Embodied Educational Experience Among Ukrainian Displaced Students engages embodied inquiry and analysis of education in the context of forced migration. Informed by somatic practice, the book offers methodological body-based tools to explore students' forced migration (embodied) experiences as they are lived. Students in this study moved either with Displaced Universities from the war areas in Ukraine or independently in several waves. The study argues that students learn through sensing their way during forced migration, accumulating layers of kinesthetic information hidden in their bodies. It utilizes the innovative body-based approach to understanding forced migration in its continuous movement and becoming, never complete, continually under construction, with interwoven lifelines of human and non-human constituents and their entangled relationships, meanwhile offering a unique insight into educational context as the war is ongoing, which brings challenging ethical, theoretical and methodological conversations. This book contributes to a difficult and underrepresented conversation in the scholarly literature about embodied educational experiences among those students who were forced to leave their homes and endure multiple forced displacements. It will appeal to (post)qualitative scholars and researchers working on education in the context of war or conflict, forced migration, movement and arts-based methodologies.

This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders.Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse.

This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders.Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse.

This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity and assess links between migration and bullying in Europe and further afield.Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately this book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students.Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, this book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policymakers and practitioners in psychology, technology, and youth studies more broadly will also benefit from this book.

This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity and assess links between migration and bullying in Europe and further afield.Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately this book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students.Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, this book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policymakers and practitioners in psychology, technology, and youth studies more broadly will also benefit from this book.

This book explores how parents became education partners in new and unexpected ways during the COVID pandemic. Emerging from a range of research studies, it reframes how researchers, educators, school leaders, and policymakers can establish and foster more equitable partnerships with families. The authors ultimately argue that COVID schooling erased boundaries between schools and families as families translated, decoded, and reshaped learning in their living rooms alongside their children. Chapters use firsthand accounts by parents and caretakers to contextualize and report on how families managed their lives and the education of their children during the pandemic, before exploring the tensions and issues that arose for families which were pandemic caused or the results of educational disparities and inequalities being intensified by the COVID crisis. It thus reveals how caregivers struggled with employment and food insecurities as well as issues such as technology access and their children’s learning needs. Building connections between research and practice, it re‑imagines how families can be education partners, discussing how schools can carry families’ assets into their work on improving schools during the pandemic, times of crisis, and into the post‑pandemic future. It will appeal to researchers and graduates with interests in educational leadership, teacher education, sociology of education, and the sociology of family and parenting, with additional relevance for teachers and school administrators with interests in education in crises, school reform, and educational leadership.

Embodied Educational Experience Among Ukrainian Displaced Students engages embodied inquiry and analysis of education in the context of forced migration. Informed by somatic practice, the book offers methodological body-based tools to explore students' forced migration (embodied) experiences as they are lived. Students in this study moved either with Displaced Universities from the war areas in Ukraine or independently in several waves. The study argues that students learn through sensing their way during forced migration, accumulating layers of kinesthetic information hidden in their bodies. It utilizes the innovative body-based approach to understanding forced migration in its continuous movement and becoming, never complete, continually under construction, with interwoven lifelines of human and non-human constituents and their entangled relationships, meanwhile offering a unique insight into educational context as the war is ongoing, which brings challenging ethical, theoretical and methodological conversations. This book contributes to a difficult and underrepresented conversation in the scholarly literature about embodied educational experiences among those students who were forced to leave their homes and endure multiple forced displacements. It will appeal to (post)qualitative scholars and researchers working on education in the context of war or conflict, forced migration, movement and arts-based methodologies.