‘Disability and HIV in Africa: Breaking the barriers to sexual health care’

Three decades in to the HIV pandemic, the issues affecting people with disabilities remains less known. Increasing attention has been given to this overlooked population when it comes to HIV prevention, treatment and care. This is related to the significant unmet sexual and reproductive health care needs facing people with disabilities worldwide. This article discusses the barriers to sexual health for people with disabilities in Africa, and presents an argument about how mainstream HIV prevention work and research does not adequately attend to the sorts of systemic barriers that exclude people with disabilities, which a more targeted, and critical approach could.

Closing the Gap: Young People's Views on Learning at School

The UK has been criticised for its inequitable education system, as student outcomes are strongly linked to parental socio-economic status. Children and young people experiencing poverty are less likely than their better off peers to leave school with good grades, which can perpetuate disadvantage in later life. The attainment gap between children and young people experiencing poverty and their better off peers in the UK is widening, despite an increasing media and policy focus in this area. Poverty-related educational inequality is a complex area and there is no conclusive evidence in what works to reduce its effects. While there is a plethora of research on the impact of poverty on education, very little of it includes the voice of children and young people and/or the psychological impact of poverty on learning. The importance of hearing the views of children and young people is central to educational psychology, as is social justice and facilitating access to the curriculum for all students. The barriers presented by the experience of poverty to learning are thus vital for educational psychologists to address. This study used qualitative methods to explore the learning journey of Key Stage 3 (age 12-13) young people experiencing poverty in an English coastal borough. Questions from the Little Box of Big Questions 2 were used as a tool in semi-structured interviews, in addition to questions devised by the researcher. Young people discussed aspects of their lives that enabled them to learn at school, and aspects that presented barriers to learning. The research used Positive Psychology, taking a strengths based approach to explore the skills young people thought they brought to education, skills they would like to develop, and how they could be supported in this. The study has highlighted themes that, if addressed, could potentially raise the attainment of children and young people experiencing poverty.

Renaturing cities using a regionally-focused biodiversity-led multifunctional benefits approach to urban green infrastructure

If a ‘Renaturing of Cities’ strategy is to maximise the ecosystem service provision of urban green infrastructure (UGI), then detailed consideration of a habitat services, biodiversity-led approach and multifunctionality are necessary rather than relying on the assumed benefits of UGI per se. The paper presents preliminary data from three case studies, two in England and one in Germany, that explore how multifunctionality can be achieved, the stakeholders required, the usefulness of an experimental approach for demonstrating transformation, and how this can be fed back into policy. We argue that incorporating locally contextualised biodiversity-led UGI design into the planning and policy spheres contributes to the functioning and resilience of the city and provides the adaptability to respond to locally contextualised challenges, such as overheating, flooding, air pollution, health and wellbeing as well as biodiversity loss. Framing our research to encompass both the science of biodiversity-led UGI and co-developing methods for incorporating a strategic approach to implementation of biodiversity-led UGI by planners and developers addresses a gap in current knowledge and begins to address barriers to UGI implementation. By combining scientific with policy learning and defined urban environmental targets with community needs, our research to date has begun to demonstrate how nature-based solutions to building resilience and adaptive governance can be strategically incorporated within cities through UGI.