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PURPOSE: Assistive technology (AT) enables and promotes inclusion and participation, especially for persons with a disability, ageing populations, and those with non-communicable diseases. AT is essential for generating collaborative learning environments, inclusive of students with a range of specific needs and required supports. However, many teachers lack the training, resources, and skills to use AT in the class. This study uses a systems thinking approach to consider teachers AT needs in the Irish classroom. METHODS: Three hundred and five teachers completed an online survey, and 10 took part in semi-structured focus groups. The survey examined teachers experiences with AT, their training needs, and the context within which they need support. RESULTS: Teachers reported low levels of AT knowledge, skills, and confidence. Many described limited access to training and support for AT use. Results also reveal non-systems thinking, whereby there is no meaningful linking across the main strategic drivers of AT - policy, products, provision, and personnel, to support the people at the centre of the AT system - between these and the contextual factors that influence their effectiveness. CONCLUSION: An AT system which is easy to navigate, which has policies and provision that supports educators, and has expert personnel on hand to support teachers, is crucial if AT is to become embedded in Irish classrooms. This research shows that a comprehensive AT system in education should include policies, practices, personnel, and products that interact to support people to engage easily and successfully with AT in the classroom.IMPLICATIONS FOR REHABILITATIONDescribes current trends in how teachers are engaging with Assistive Technology.Describes the current trends in disabilities in Irish classroom and teachers requirements for support.Understand the system challenges facing teachers attempting to use Assistive Technology.Support the development of Assistive Technology training for teachers which are informed by teachers needs.Inform the development and improving policies and processes for common situations.

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The COVID-19 pandemic significantly affected family life, increasing parental stress around health, job losses, reduced salaries, and maintaining domestic life in lockdown and social isolation. The transition to home-schooling and remote work with school and workplace closures caused additional stressors as families began living, working, and educating in one place. This research aims to understand the relationship between the pandemic and parental stress, focusing on family well-being and established characteristics of the family unit that may cause some family members to experience the adverse consequences of the pandemic in more or less profound ways, especially mothers. Previous research shows that mothers carry more family responsibilities than fathers and can experience higher stress levels. This study employed a quantitative cross-sectional online survey to extend our understanding of the interaction between home-schooling, work and home life, and stress levels in a group of 364 parents. In total, 232 mothers and 132 fathers completed the survey. Results revealed mothers were 10 times more likely to be responsible for home-schooling than fathers, and 44% of mothers felt they had no help with home-schooling and were generally more stressed than fathers. These results show that lack of support, managing home-schooling, and being a mother predicted increased stress. 10% of mothers reported leaving their jobs due to pressure added by home-schooling. This study broadens the understanding of the pandemic's impact on gender imbalances in family responsibilities. It emphasises the need for extra consideration for the impact on mothers as we emerge from this pandemic.

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Mitigating the adverse physical health risks associated with COVID-19 has been a priority of public health incentives. Less attention has been placed on understanding the psychological factors related to the global pandemic, especially among vulnerable populations. This qualitative study sought to understand the experiences of children and adolescents during COVID-19. This study interviewed 48 families during the COVID-19 pandemic restrictions, and a national lockdown, to understand its impacts. The study used an Interpretative Phenomenological Analysis (IPA) methodology. Parents and children discussed the negative impact of the restrictions on young people's wellbeing. Children and adolescents experienced adverse mental health effects, including feelings of social isolation, depression, anxiety, and increases in maladaptive behaviour. Families with children with Autism Spectrum Disorders reported increased mental health difficulties during this period mostly due to changes to routine. The findings highlight the impact of severe restrictions on vulnerable populations' wellbeing and mental health outcomes, including children, adolescents, and those with Autism spectrum disorder (ASD).

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This qualitative research sought to establish the impact of an 8-week program combining football and one-to-one psychotherapy on young males' mental health, determining the factors that predict help-seeking behaviors in this group of men. Pre- and post-participation focus groups were used as the method of data collection. Six males (19-35 years old; M = 25.5) completed both pre-intervention and follow-up focus groups. Help-seeking behaviors were influenced by the appeal of football and the perception of the counselor being accessible. Barriers included gender norms, socialization, financial difficulties, and challenging social landscapes. Post-participation focus groups revealed that positive social and counseling relationships facilitated improved mental health. Sport was deemed an acceptable medium to deliver a mental health intervention as it increased social connections and facilitated help-seeking. Findings support previous research indicating that combining sports and psychotherapy positively impacts young males' mental health.

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OBJECTIVES: Decision analysis study that incorporates patient preferences and probability estimates to investigate the impact of women's preferences for referral or an alternative strategy of watchful waiting if faced with symptoms that could be due to breast cancer. SETTING: Community-based study. PARTICIPANTS: Asymptomatic women aged 30-60 years. INTERVENTIONS: Participants were presented with 11 health scenarios that represent the possible consequences of symptomatic breast problems. Participants were asked the risk of death that they were willing to take in order to avoid the health scenario using the standard gamble utility method. This process was repeated for all 11 health scenarios. Formal decision analysis for the preferred individual decision was then estimated for each participant. PRIMARY OUTCOME MEASURE: The preferred diagnostic strategy was either watchful waiting or referral to a breast clinic. Sensitivity analysis was used to examine how each varied according to changes in the probabilities of the health scenarios. RESULTS: A total of 35 participants completed the interviews, with a median age 41 years (IQR 35-47 years). The majority of the study sample was employed (n=32, 91.4%), with a third-level (university) education (n=32, 91.4%) and with knowledge of someone with breast cancer (n=30, 85.7%). When individual preferences were accounted for, 25 (71.4%) patients preferred watchful waiting to referral for triple assessment as their preferred initial diagnostic strategy. Sensitivity analysis shows that referral for triple assessment becomes the dominant strategy at the upper probability estimate (18%) of breast cancer in the community. CONCLUSIONS: Watchful waiting is an acceptable strategy for most women who present to their general practitioner (GP) with breast symptoms. These findings suggest that current referral guidelines should take more explicit account of women's preferences in relation to their GPs initial management strategy.

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