The Handbook of Mental Wellness Strategies for Educators offers health-giving ways to reframe teaching work and the stresses that come with it, examining specific evidence-based strategies for dealing with teaching anxieties and trauma-related stressors. This comprehensive and scholarly volume, which intentionally steers clear of burnout literature, pinpoints several sources of teacher anxiety and suggests specific linguistic and cognitive strategies to support educators in finding positive, solution-oriented ways to navigate issues they inevitably face. Throughout the volume, chapter authors emphasize the role of teaching dispositions and describe some of the day-to-day classroom practices used by veteran colleagues to reduce stress and anxiety on the job. This handbook is essential reading for pre-service and in-service teachers, scholars, and teacher educators.

Inclusive Practice for Learning Support Assistants explores the role of the LSA and, drawing from first-hand interviews, sheds light on a variety of LSA experiences and perspectives, detailing the (often hidden) aspects of their work to support the learning of special educational needs and neurodivergent students. Covering key areas including wellbeing support, challenging behaviour and student independence, chapters:

• Provide LSAs with practical tips and reflective insights to improve their work supporting children and young people in schools
• Explore dialogic education and assistive technologies, with muchneeded reflection opportunities
• Include guidance on working with students one to one as well as in small groups
• Offer advice on how LSAs and teachers can foster strong working relationships in class

This informative and accessible guide will give both new starter and more experienced LSAs a strong and holistic understanding of the role, inclusive practice and where they can really make a difference for their students. It will be valuable reading for LSAs, as well as the teachers and SENCOs who work closely with them.

With a clear, engaging writing style and fascinating examples using a variety of real data, this text covers the contemporary statistical techniques that students will encounter in the world of social research. It covers these techniques at an introductory level and carefully guides students through increasingly complex examples without intimidating them. Recurrent examples using four timely topics-immigration, income inequality, the distribution of household labor, and health (including attitudes toward doctors and pandemic restrictions)-help students understand how the techniques fit together and how to use the techniques in combination with one another. A superb author-created web resource accompanies the text. How to make clear presentations of research results is also a feature of the text.

New to this edition:

• Most of the literature examples that end each chapter are new and use very recent research from top academic journals (over half of the new literature examples are from 2023 or 2024). They feature research about some of the most pertinent and provocative social issues of the day: political polarization, conspiracy beliefs, mental health, transgender support, racial stereotypes, vaccine refusal, sexual harassment, and numerous facets of the COVID-19 pandemic.
• Examples throughout the book use the most recent data from the General Social Survey. Four timely topics are threaded throughout the book: immigration, income inequality, the distribution of household labor, and health. Linneman uses these topics recurrently with different statistical techniques to illustrate how the techniques are related to one another.
• The new edition more explicitly emphasizes that the various techniques the students are learning are often used in combination with one another. Linneman carefully scaffolds the techniques, introducing a new technique and then showing how this technique can be combined with techniques taught in previous chapters. He does this with a new emphasis on psychologically supporting students who might be trepidatious about their newfound statistical skills.

This accessible book explores toxic masculinity, looking at how to define it, and how we can and should challenge its spread.

This book draws on Derrida's deconstruction, using the philosophical lens to deconstruct what toxic masculinity means and to better understand its significance for our society. It focuses on how harmful aspects of masculinity spread, infiltrate, and intoxicate our societies and how existing structures allow aspects of harmful masculinity to become toxic. This book also features discussions and analysis of participants' lived experiences of masculinities, alongside the author's reflections. It explores the relevance of toxic masculinity in work environments, politics, relationships, and gender roles and seeks to challenge and mitigate its damages for everyone.

Encouraging critical thinking and understanding of healthier ways of being for all, this timely book will be of interest to therapists, counselors, teachers, and practitioners of family studies. It will also be useful reading for students in the fields of psychology, gender studies, sociology, and related fields.

As Asia alone holds the majority of the world's fast-expanding private higher education (PHE), this volume probes the character, diversity, and significance of Asian PHE.

Across seven national case studies, astride both developing and developed countries, older and newer HE systems, in entrenched democracies to creakier ones, to Communist rule, the volume systematically addresses a common PHE typology. This fosters volume coherence and cross-national comparison.The two most central comparisons within each country are private vs public and private versus private. Authors all identify significant differences between PHE and its longer standing public counterparts, though with variation in the degree and contours of blurring across sectors. Even more novel for scholarship on this subject matter, authors dig into patterns of differences and similarities across the now quite varied manifestations of PHE: religious, gender, nationally elite, increasingly business and job-oriented, international, nonprofit, for-profit etc. However rigorous the comparative frameworks contributing to volume coherence, authors integrate particulars of national historical and contemporary context wherever their national expertise leads them. This helps make the book appropriate for those generally interested in Asian affairs, especially in East and Southeast Asia. At the same, the private-public and private-private comparisons engage most key issues of top concern to those keenly interested in higher education generally: institutional autonomy versus government control, regulation, competition across institutions, management, effectiveness and innovation, faculty composition and roles, student composition and roles, accountability measures, challenges of quality assurance amid rapid expansion, the partial privatization of public institutions, tuition, internationalization, and so forth.

The volume will be valuable for all concerned with global PHE and HE overall. It should likewise be an important work for those studying, working in, or making policy within or for PHE in Asia.

Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

Exploring the implications of a novel theory of educational desire on the prevailing modes of educational research and theory, this book contextualises the realm of education studies through the challenging philosophies and theories of Lacan, thereby providing a genuinely alternative approach to the study of education.

Structured into three main parts, the book provides a discussion of Lacanian ideas within educational research by setting out a description and analysis of how a theory of desire may work in educational settings and practice. Using vignettes and examples to drive the discussion, chapters explore the pivotal aspects of desire, which could be imaginary, symbolic, or real, elucidated by a mapping of discourses and exploring the reluctance of educational studies to engage with themes related to desire and psychoanalysis. Ultimately, the book argues for the need to disrupt the theoretical and practical logics and models that limit teacher practice, such as accountability, visible learning, competencies, pedagogical knowledge, and professional development, and how these can be better understood from a Lacanian perspective.

This book will be of use to scholars, researchers, and academics in the fields of the philosophy of education, the theory of education, and teachers and teacher education more broadly. Those specifically interested in Lacanian psychoanalysis and a Lacanian view on how the concept of desire may influence educational research and practice will also find the book of use.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial (CC-BY-NC) 4.0 license.

This book highlights the intimate connection between racial/ethnic equity and school and community safety, the consequences of current inequities, and establishes the way forward in terms of future research, policy, and practice.

School safety has taken on increased urgency as the United States' educational systems, families, and students grapple with the residual effects of a public health pandemic that kept students out of classrooms and away from critical supportive services. It is increasingly important to center the investigation, understanding, and policy implementations that highlight the correlates, root causes, and consequences of racial/ethnic inequality in the pursuit of school safety. This book addresses a range of aspects impacting racial/ethnic equity and school safety, all of which is being shaped by a growing population of diverse youth. The chapters in this volume touch on family, schools, neighborhoods, and communities; however, common to all of these chapters is an understanding of the challenges, barriers, consequences, and importance of connecting minoritized students to provide opportunities and protection. Thus, each of these chapters takes care to identify points for intervention, suggestions for policy, and promising directions for future research. Each study featured in this book stands out for its original and noteworthy contribution to the literature on the significance of race/ethnicity in regard to school safety research. Future research should further expand our understanding of equity, school safety, and justice for one of the fastest growing segments of the population - racial/ethnic minority youth. The growing number of racial/ethnic minority youth present both a challenge and an opportunity for increasingly diverse societies, communities, and schools.
This book was originally published as a special issue of Journal of School Violence.

This volume outlines powerful theoretical and methodological approaches for expanding the possibilities of educational research. By illuminating speculative education as an emerging scholarly practice, this collection offers pragmatic guidance for scholarly world-building.

It introduces "speculative education" as a critical and hopeful approach to educational research. Through empirical scholarship, the book describes paradigms of collective thriving beyond the existing horizons guiding research, policy, and practice in educational research. The collection of scholarship here offers visionary and future-oriented approaches to teaching and learning that operate beyond the bounds of current social, economic, and cultural arrangements that perpetuate various forms of oppression. Through specific examples and a collection of thematic interludes, this collection details a framework through which educational researchers and practitioners can enact speculative dreaming. This speculative framework seeks to foreground ethical relations as the basis of civic trust; foster an ethos of collaborative practice as the work of world-building; and engage in joyful struggle toward just futures. Ultimately, this volume highlights how researchers, designers, educators, and individuals linked in community with each other must question the intended outcomes of educational scholarship writ large and if the priors of academic scholarship actually lead toward destinations of freedom. In recognizing the pluralistic nature of speculative worlds that might be built, the possibilities for new educational models and experiences are boundless.

This book was originally published as a special issue of the Journal of the Learning Sciences.

This volume offers a range of scholarly narratives from tenured faculty mothers across North America, sharing insights into their unique struggles, compromises, and successes from their journeys to tenure.

Featuring personal essays and research-based commentaries about effective mentoring for mothers in academia, this book unpacks the varied and complex challenges involved in achieving a work/family balance. With contributors from a multitude of types of institutions and disciplines, including psychology, education, music, chemistry, philosophy, and more, this collection of essays presents a diverse and engaging array of perspectives on topics ranging from navigating pregnancy to staying productive while managing competing home and work responsibilities.

This important volume is intended for graduate students, professors, higher education administrators, and scholars across education, gender and sexuality in education, and women's studies. It will also be a vital resource for those with interests in gender equity in education more broadly.

The new edition of Posttraumatic Growth: Theory, Research, and Applications includes the latest developments in the science of posttraumatic growth, including responses to the COVID-19 pandemic, epigenetics, and new interventions to facilitate growth after trauma.

The book provides a wide range of answers to questions about the theory behind posttraumatic growth (PTG), its synthesis and contrast with other theories and models, and its applications in diverse settings. Posttraumatic Growth starts with an overview of the history, components, and outcomes of PTG. Next, chapters review quantitative, qualitative, and cross-cultural research on PTG, including in relation to cognitive function, identity formation, cross-national and gender differences, and similarities and differences between adults and children. The final section shows readers how to facilitate optimal outcomes with PTG at the level of the individual, the group, the community, and society.

This innovative, autoethnographic study examines 12 stories of "wobble" moments-looking at "wobble" as an emotional experience-to illuminate new perspectives on LGBTQIA+ identity, school violence, racism, mental illness in students and teachers, and the emotional costs of empathy.

Utilizing the author's experiences as they navigate education's most difficult years of practice from 2020 to 2022 and extending the existing scholarship on dialogical pedagogy and teacher identity by offering a framework that goes "beyond wobble," it provides a new theory for how teachers can deconstruct the emotions that surround the heaviest moments of their practice, shift perspectives on situations and selves, and "see the light" of compassionate possibility in both person and practice.

A sobering inquiry which provides valuable insight into the emotional landscape of a contemporary classroom embroiled in America's culture wars and serves as a poignant exemplar of dialogical pedagogy in practice, it will appeal to scholars and post-graduate students of teacher education, educational psychology, and education policy.