“Homelessness services are very binary, and often those who are non-binary are completely excluded,” said Jayne Malenfant, Assistant Professor in the Department of Integrated Studies in Education. “There are currently insufficient services in the homelessness or housing sector for diverse 2SLGTBTQ+ people. For Two-Spirit or other Indigenous queer people, these services are non-existent.”

‘Addressing the SEND crisis update: Implementing what works in a worsening crisis’, produced by  the N8 Research Partnership and Health Equity North in partnership with Baroness Longfield’s Centre for Young Lives, provides an updated and shocking picture from the last 12 months.

University of Phoenix College of Social and Behavioral Sciences announces a new white paper, “Trauma-Informed Education – A Pathway for Relief, Retention, and Renewal,” authored by College leadership Sheila Babendir, Ed.D., LPAC; Barbara Burt, Psy.D.; Michelle Crawford-Morrison, LMFT, LPCC, NCC; Samantha E. Dutton, Ph.D., LCSW-R; Christine Karper, Ph.D., LMHC (QCS); and MaryJo Trombley, Ph.D. The paper asserts that implementing trauma-informed practices can improve outcomes for students and educators, driving retention and well-being while equipping learners with skills they can carry into the workplace.

The University of North Florida announced that the Korey Stringer Institute at UNF and Perry Weather will open a state-of-the-art heat research laboratory on campus. The program will offer lab-and-field-based research, education, advocacy and consultation through UNF to maximize performance, optimize safety and prevent sudden death for those who are exposed to the heat during professional or recreational activities. 

In a new study, published in Peabody Journal of Education, researchers examined outcomes for English learners (ELs) grouped together in core academic courses in high schools and found that concentrating ELs was linked to lower rates of graduation and college enrollment.  The findings build upon a growing body of research challenging grouping ELs together, including a study in the October 2025 issue of American Education Research Journal in which researchers tested the effects of teaching elementary school ELs in homogenous versus heterogenous groups and found no significant differences in academic outcomes for most students.

McGill researchers who examined the writing skills of teenagers in Montreal found that the performance in French of English-French bilinguals was similar to that of near-monolingual francophones. Bilinguals were defined as teens raised in anglophone or bilingual (English-French) households and who had had significant exposure to French through attending French-language school. Further, the English writing skills of the bilingual participants were found to be on par with their French writing skills.