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Friendships are vital to mental health and well-being. Understanding autistic individuals’ lived experiences of friendship is necessary to support friendship development. A scoping review exploring autistic individuals’ experiences of friendship was undertaken to understand their perspectives of friendship. Electronic database and manual reference searches identified twenty-two studies exploring autistic perspectives of friendship. Results were synthesised using a meta-ethnographic approach across the lifespan. Findings highlight the common and unique experiences of friendship among autistic individuals. While autistic individuals defined friendship based on homophily and propinquity, similar to non-autistic individuals, unique challenges including friendship insecurity, monotropism and efforts to conform to neurotypical social norms, leading to anxiety, were experienced by autistic individuals.

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers’ attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments.

Autistic adults commonly experience anxiety and worry, although knowledge on how worry presents and the content, extent, and experiences among autistic adults is limited. A convergent parallel mixed-methods approach was used to explore the presentation and experiences of worry in autistic and non-autistic adults. Quantitative surveys were used to compare the content and extent of worry in autistic adults to non-autistic adults, with semi-structured interviews also conducted with autistic adults to gain a deeper understanding of the experiences, impacts and content of worry in autistic adults. Findings indicated that autistic adults demonstrated clinically significant levels of worry which were substantially higher than non-autistic adults. Autistic adults described worry as a cycle of negative thoughts impacting their daily life. Findings indicate that autistic adults may worry more than non-autistic adults, impacting on participation in activities of daily living, sleep, and mental health.

Individuals with childhood-onset divergent neurological development, such as autism or Attention-Deficit Hyperactivity Disorder (ADHD), may live a good life according to objectively or subjectively determined standards. Yet, most research has focused on deficits and risks for negative outcomes. This international study forms part of a larger project examining the factors contributing to well-being, mental health, and functioning outcomes in neurodivergent populations using the World Health Organization (WHO) International Classification of Functioning (ICF). Following ICF research branch methodology, 198 professionals were surveyed on the factors that they believe are important for risk and resilience in neurodivergent populations and linked responses to ICF nomenclature using a standardized linking process. A range of bio-psycho-social factors perceived to be important for risk and resilience in neurodivergent populations were identified, including temperament and personality, emotional functions, the structure of the brain, financial status, recreation and leisure, and the immediate family. Most factors identified were environmental or related to activity and participation. Findings add to the limited literature on resilience in neurodivergent populations. We identify risk- and resilience-inducing factors that operate in the context of neurodivergence across the lifespan. These serve as candidates for future investigation and provide targets for intervention and social participation support.

Resilience is a dynamic process involving the interaction of multi-systemic individual and environmental factors that operate to protect against adversity and promote positive personal outcomes. Resilience is a topic of interest among groups who commonly experience adversity. Yet, it has received limited attention in the context of neurodivergence (e.g., autism and Attention Deficit Hyperactivity Disorder). This study is part of a larger project investigating the bio-psycho-social factors contributing to resilience in neurodivergence using the World Health Organization’s International Classification of Functioning (ICF). Interviews and focus groups were conducted with 69 neurodivergent individuals and/or their loved ones to explore the factors they believe influence risk and resilience for positive life outcomes and well-being. A deductive qualitative content analysis was employed to extract meaningful concepts from the interviews, which we then quantified by linking concepts to the ICF. A range of bio-psycho-social factors contributing to risk and resilience were identified, particularly in the ICF’s activity, participation, and environmental domains. Key factors included the immediate family, friends, and community members, as well as recreation and leisure, higher-level cognitive functions, and empowerment. Findings, while preliminary, highlight the need to look beyond individual factors alone, emphasizing the variable and context-dependent nature of resilience in neurodivergence.

Despite suicide ideation being one of the most frequently reported health issues impacting tertiary students, there is a paucity of research evaluating the efficacy of preventive interventions aimed at improving mental health outcomes for students studying at two tertiary institutes. The current study evaluated the efficacy of the “Talk-to-Me” Mass Open Online Course (MOOC) in improving tertiary students’ abilities to support the mental health of themselves and their peers via a randomised controlled trial design, comparing them to a waitlist control group. Overall, 129 tertiary students (M = 25.22 years, SD = 7.43; 80% female) undertaking a health science or education course at two Western Australian universities were randomly allocated to either “Talk-to-Me” (n = 66) or waitlist control (n = 63) groups. The participants’ responses to suicidal statements (primary outcome), knowledge of mental health, generalised self-efficacy, coping skills, and overall utility of the program (secondary outcomes) were collected at three timepoints (baseline 10-weeks and 24-weeks from baseline). Assessment time and group interaction were explored using a random-effects regression model, examining changes in the primary and secondary outcomes. Intention-to-treat analysis (N = 129) at 10-weeks demonstrated a significant improvement in generalised self-efficacy for “Talk-to-Me” compared to the control group (ES = 0.36, p = .04), with only the “Talk-to-Me” participants reporting increased knowledge in responding to suicidal ideation (primary outcome). This change was sustained for 24 weeks. Findings provide preliminary evidence suggesting that the “Talk-to-Me” MOOC can effectively improve tertiary students’ mental health and knowledge of how to support themselves and others in distress. ACTRN12619000630112, registered 18-03-2019, anzctr.org.au.

While road safety in the United States (U.S.) has been continually improving since the 1970's, there are indications that these improvements are becoming increasingly difficult to sustain. Strategic Highway Safety Plans (SHSPs) are prepared by States to guide road safety management, however assessing the appropriateness of these plans remains a significant challenge, especially for the future in which they are to be applied. This study developed a new methodology to assess SHSPs from the perspectives of comprehensive system-based safety management and relevant future issues that can be applied before SHSPs are implemented, thereby avoiding long periods after implementation before assessing the appropriateness of the plans. A rating scale was developed and applied to assess 48 U.S. SHSPs against two key criteria: 1. a comprehensive framework for road safety, and 2. the anticipated changing, difficult and unpredictable nature of future transport and its context. The analysis concluded that current SHSPs have good national oversight with several strengths but were weak in some areas of content and did not address future challenges. Improvements are suggested to strengthen the plans' thoroughness by being consistent with systems theory and practice, as well as ways that these SHSPs can be more resilient to future circumstances. Implementing the recommendations in this paper provides the opportunity to adopt a system-based safety management practice that has been successful in other hazardous industries. Doing so is expected to most efficiently and effectively continue the recent improvements to road safety, which is likely to be increasingly difficult otherwise.

Recently there has been a rapid adoption of initiatives driven by a desire to be inclusive of diversity. Though this is certainly positive, many strategies are implemented based on the untested hypothesis that their adoption is genuinely wanted and beneficial to those whom these approaches are designed to benefit. One area where this phenomenon is occurring is in the context of neurodivergence, where events are increasingly employing silent clapping, otherwise known as \"jazz hands\" or \"flapplause,\" in place of traditional applause, with the aim of creating more inclusive environments. We conducted an international survey to examine whether \"silent clapping\" is indeed of substance to the neurodivergent community by surveying neurodivergent (n=389) and neurotypical (n=237) individuals. We compared the perspectives of neurodivergent and neurotypical respondents on silent clapping and also examined whether endorsement of silent clapping varied among specific subgroups of the neurodivergent population. Generally, both neurotypical and neurodivergent individuals perceived silent clapping similarly. However, there were mixed responses regarding the endorsement of silent clapping, and no clear consensus emerged. Autistic individuals tended to endorse silent clapping more than other neurodivergent individuals, although variability in endorsement remained. Qualitative responses reflected both support for silent clapping but also concerns about its use. While silent clapping is largely endorsed, we find no overwhelming support or clear consensus. Findings suggest that silent clapping may be beneficial and wanted by particular subsets of the neurodivergent community, particularly for autistic individuals, but that it can also introduce other concerns. We caution against the indiscriminate implementation of such initiatives in favor of more considered and targeted strategies. Implementation of any initiative aimed at increasing inclusion should be guided by consultation with the relevant community.

Despite the benefits of volunteering to the individual, organization and community, the retention of volunteers within volunteer and not-for-profit organizations remains a significant challenge. Examining the motivations of individuals who have ceased their engagement in a volunteer organization may provide insights to improve retention rates. The perceptions of 64 volunteers formerly involved in an international volunteer organization were examined through community telephone interviews and online surveys. Results show that while volunteers valued their participation in the volunteer organization, their decision to cease engagement in the organization was driven by five major themes: 'Work overload and burnout,' 'Lack of autonomy and voice,' 'Alienation and cliques,' 'Disconnect between volunteer and organization' and 'Lack of faith in leadership.' Strategies to improve and refine organizational practice and culture may contribute to a strengthened membership and retention.

Loneliness is an unavoidable facet of human existence. When chronic and intense, adolescent loneliness is associated with maladjustment over time. A prospective multiple-cohort study examined the links between child-reported loneliness and coping skills and parent-rated child mental health in early adolescence (aged 11.9 years at Time 1; 12.9 years at Time 2), with a total of 266 students from 75 primary and 152 secondary schools. Results indicated that (i) boys and girls did not differ in their levels of loneliness; (ii) boys reported poorer coping, fewer emotional problems, and more externalizing problems than girls; (iii) loneliness in primary school predicted increases in emotional and externalizing problems over time; (iv) problem-solving and non-productive coping mediated the associations between loneliness and emotional problems and externalizing problems; and (v) reference to others’ coping moderated the association between loneliness and emotional problems. Findings suggest that loneliness may potentially erode positive coping mechanisms over time. This study emphasizes the importance of understanding and addressing the impact of loneliness on early-adolescent mental health.