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Food insecurity in the United Kingdom has been described as a ‘public health emergency’ which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing on research evidence and a reflective account from a current primary school teacher, this chapter highlights the multifaceted impacts of food insecurity for children in schools. It also draws attention to some important considerations around food, education and food-related interventions for practitioners supporting children in schools.

The authors sought to unpack the paradox between increasing demand for probiotics products against inconclusive scientific evidence about the effectiveness. This paper investigated public understanding of the composition and benefits of probiotic products, measured trust in news media and scientists as sources of information about probiotic products and informational and attitudinal predictors of consumer trust in the news media and scientists.

A cross-sectional survey was conducted amongst a representative sample of 2000 UK consumers. Participants responded to multiple-choice questions and psychometric scales capturing probiotics knowledge, consumption, information seeking behaviour, attitudes to and confidence in the news media and probiotics scientists. Descriptive statistics, one-way ANOVA and hierarchical regression modelling were performed.

Information exposure to probiotics content was highest from traditional media followed by online channels. Levels of confidence in probiotics scientists were higher than in the news media, even though these levels were highest amongst current consumers and lowest amongst non-consumers. Conflicting information, health consciousness and trust in nutrition stakeholders were identified as important predictors of trust in news media and scientists.

This study provides a large-scale nationally representative overview of public attitudes and sentiments related to probiotic products with a focus on attitudes towards the news media and the scientific establishment. The findings suggest a need for better consumer awareness about the state of science around probiotic products, interventions that could enable consumers to discern conflicting evidence or news reports, and critical skills that can render them more resilient to online misinformation.

Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore critical for students preparing to work in public-facing roles, many of whom have little knowledge or direct experience of poverty. Drawing on a student’s account of their own educational experiences and reflections on the Widening Participation agenda, this chapter outlines key considerations for educators planning to teach about poverty. While greater diversity within classrooms can be an enriching experience, this chapter acknowledges the additional educational, social, and emotional demands placed on some students in further and higher education as a result of their backgrounds. The inadvertent exacerbation of poverty-related stigma through the expression of certain attitudes, assumptions and behaviours within classrooms is also discussed.

Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to negotiate. Your ability to negotiate sensitive topics is important because the ways in which you engage and teach about sensitive topics will affect your ability to provide a positive learning experience and teaching alliance with students. In practice, you will face enormous pressure to ‘deliver’ on teaching, which will only be mirrored by similar freedoms in deciding on how and what needs to be done to get students to where they need to be. Negotiating, identifying, preparing for and delivering teaching on sensitive subjects and topics can be difficult in individual academics. This chapter, seeks to prepare you for developing a deeper understanding of some of the philosophical, theoretical, and practical-based concerns and issues related to teaching sensitive topics and subjects. This chapter begins with providing a rationale for what follows, and it explores some of the key themes, positionality, identity, transformational learning and lived experience, that are explored in greater depth in the collection. This chapter also contains a detailed breakdown of the structure and the content of this edited collection, and it concludes with some reflective comments about the implications of the collection for you as an individual and your career.

All school staff (teaching and support) now have a duty and obligation to protect and safeguard children in their care. To be able to do this, school staff need to understand what safeguarding is and how to respond, but also need to understand a number of other concepts such as: why children end up in vulnerable situation in the first place, how teaching practices reduce vulnerability, and how to engage with children and young people in an effective and efficient manner. This chapter explores these latter types of concerns and in doing so identifies that teachers and support staff are key professionals in identifying vulnerability, preventing the escalation of concerns, engaging with children and supporting them and their education over time as they engage with and attend school. This chapter also contains a detailed breakdown of the structure and the content of this edited collection and concludes with reflective comments about the implications of this collection for you as an individual and in your career: working with children and young people in educational establishments.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

Information technology (IT) has been hailed as a great time and paper saver. How far is this true? Are you benefiting as much as you could from the computer on your desk or are you wasting time learning how to use complex software when it would be more cost‐effective to buy in expertise? This paper looks at what, for some, may be novel ways of using a PC and indicates areas where computer use may not be beneficial. The article is geared towards special libraries, but may have wider applications.