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Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.

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Objective: To understand barriers to seeking post-sexual assault services for students of color and lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students. Methods: Qualitative interviews about campus and community resources for sexual and relationship violence were conducted with 29 undergraduate and graduate students who held diverse sexual, gender, and racial identities (n = 15 disclosed violence-related service-seeking). Results: Organized within trauma-informed care pillars, thematic coding revealed aspects of campus environment/culture that prevent students from accessing support including challenges identifying experiences as violence; limited cultural and identity-affirming care; limited clarity about resources; confidentiality concerns; difficulty accessing resources; and navigating resources alone. Suggestions to address concerns included regular prevention training; better coordinated care and systems with increased accountability, increased survivor support and peer support, and heightened transparency on websites/trainings about processes and confidentiality. Conclusions: Findings suggest promising avenues to improve support, particularly for minoritized survivors of violence, at this campus.

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This study examined how science identity and positive educational outcomes relate to student trainees' decision to pursue a research career in health-related sciences, within the context of a two-year research training program that prepares diverse undergraduate students for a research career. In analyses using the evaluation data, science identity and one of the positive educational outcomes significantly predicted trainees' decision to pursue a research career in biomedical and behavioral sciences. In general, students with stronger science identity and interest in pursuing research in academia exhibited a firmer decision to pursue a research career in sciences. In a separate analysis that examined the associations between the trainees' decision to pursue a health-related research career and their underrepresented minority identities, gender, and disciplinary track, results revealed that: (1) the interaction between trainees' disciplinary track (i.e., biomedical vs. behavioral sciences) and their total number of underrepresented minority status was associated with their decision to pursue a research career, but (2) the gender x disciplinary track interaction was not. Emphasizing the need for supporting diverse undergraduate trainees to solidify their science identity and prepare them for a research career in academia, we discuss implications of our findings for research training programs with similar aims.

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This study examined the role of science identity in a two-year upper-division research training program that prepares diverse undergraduate students for a research career. Using the annual year-end student evaluation data, we examined whether science identity is a predictor or an outcome of learning that enhances career preparation in biomedical research. Results showed that science identity is a predictor of learning in our trainees. In general, students with stronger science identity at the end of Year 2 reported having acquired more research skills and experiences through the program. This finding demonstrates that science identity makes learning research skills meaningful and purposeful. Preliminary analyses also showed that the levels of science identity did not differ between Years 1 and 2. In fact, science identity approached the maximum possible scores in both years. These findings imply that the training program could have succeeded in bolstering participants' science identity early by the end of the first year. Our findings do not rule out the possibility that science identity is both a predictor and an outcome of learning, depending on the specific contexts of learning as well as learners' specific developmental phases. Further studies are needed to systematically test these and other possibilities.

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Increasing the number of racially and ethnically underrepresented students who pursue scientific graduate studies in programs focusing on science and aging offers an opportunity to increase the number of aging specialists while simultaneously promoting diversity in the research labor market and supporting new ideas. This case study aims to better understand how students participating in an academic preparatory program experience a writing class contextualized within (1) students' writing background and (2) students' future ambitions related to science and aging. The individually-tailored writing class was taught as a critical component of a comprehensive educational program that targets underrepresented racial and ethnic minority undergraduate students who are interested in pursuing scientific graduate studies in fields related to aging. The researchers conducted semi-structured qualitative interviews with students (n = 4) enrolled in the 24-month fellowship training program, which included participation in the writing course during the summer prior to their senior year of undergraduate education. All participants were young adult college students who identified as Black or African American and female. Using thematic coding, statements about professional writing skills were divided into four primary themes: (1) prior experiences, (2) class experiences, (3) future goals and ambitions, and (4) structural considerations. These themes suggest potential implications for effective interventions aimed to advance the writing skills and academic and career readiness of racially and ethnically diverse students entering fields of science and aging.

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As numbers of culturally diverse students rise, struggles with language, cultural differences, and health care create challenges for school nurses. The focus of this quality improvement project was to utilize the National Standards for Culturally and Linguistically Appropriate Services (CLAS) as a framework to initiate cultural competency development among school nurses. Eighteen public school nurses attended programming that began with the webinar "CLAS is in Session," an introduction to the standards as applicable to school nursing practice. Outcome measures included self-report of cultural awareness and sensitivity (CAS) and culturally competent behaviors (CCB). A greater percentage of nurses reported feeling "somewhat competent" after program completion, though CAS and CCB scores did not significantly change. Despite lack of measurable improvement in CCB, implementation of the CLAS Standards created an important starting point for CC programming.

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BACKGROUND: Child sexual abuse prevention programs are offered in many schools globally, but research is scant on whether or not these programs actually decrease the rates of CSA among youth who participate in them. OBJECTIVE: This study sought to determine if participation in a CSA prevention program (based on participant recall), in the US or another country, led to lower rates of self-reported past victimization among youth, affected disclosure and effects on sexual satisfaction. PARTICIPANTS AND SETTING: One thousand five hundred and two students from an ethnically and racially diverse university in the southeast served as participants. METHODS: Participants completed measures on line (Qualtrics). This included demographic information and participation in CSA prevention programs in schools, concepts that were covered, and recollections of sexual victimization. The second measure was a revised version of the sexual satisfaction scale (Derogatis Sexual Functioning Inventory). RESULTS: Students who had not participated in a CSA prevention program were significantly more likely to be abused than those who did participate, regardless of the program or location (χ2 (1,1498) = 19.01, p < .001). Those participating in programs in the US were more likely to disclose abuse than those participating in the programs in other countries (χ2 (1,212) = 5.49, p = .019). No significant difference was found between those who participated in prevention programming and those who did not on sexual satisfaction (χ2 (1,1469) = 1.76, p = .184). CONCLUSION: These results highlight the importance of universal CSA prevention programs in schools worldwide as one part of comprehensive prevention.

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The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students.

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The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency.

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