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Immune cell migration is required for the development of an effective and robust immune response. This elegant process is regulated by both cellular and environmental factors, with variables such as immune cell state, anatomical location, and disease state that govern differences in migration patterns. In all cases, a major factor is the expression of cell surface receptors and their cognate ligands. Rapid adaptation to environmental conditions partly depends on intrinsic cellular immune factors that affect a cell’s ability to adjust to new environment. In this review, we discuss both myeloid and lymphoid cells and outline key determinants that govern immune cell migration, including molecules required for immune cell adhesion, modes of migration, chemotaxis, and specific chemokine signaling. Furthermore, we summarize tumor-specific elements that contribute to immune cell trafficking to cancer, while also exploring microenvironment factors that can alter these cellular dynamics within the tumor in both a pro and antitumor fashion. Specifically, we highlight the importance of the secretome in these later aspects. This review considers a myriad of factors that impact immune cell trajectory in cancer. We aim to highlight the immunotherapeutic targets that can be harnessed to achieve controlled immune trafficking to and within tumors.

The goal of our article is to consider the intersection of the peer ecology and teacher practices for students’ academic motivation. We begin by reviewing two perspectives that explain why and how peers matter for students’ motivation. First, the quality of peer relationships and interactions provide affordances for social support. Second, peers are socializing agents, so the content of peer interactions matters for the development of students’ achievement beliefs, values, and goals. Within each of these theoretical frameworks, we discuss three kinds of peer relationships: friendship, social status, as well as the culture of support and norms that characterize the classroom peer group. Throughout, we consider classroom contextual factors that explain why peer relationships matter for students’ motivation and school adjustment. This sets the stage for the key goal of our article, which is to review evidence from the last ten years linking teacher practices to aspects of the classroom peer ecology that are important for students’ motivation in school. We conclude with a discussion of implications for educators and important directions for future research.

The second-generation antipsychotic olanzapine is effective in reducing psychotic symptoms but can cause extreme weight gain in human patients. We investigated the role of the gut microbiota in this adverse drug effect using a mouse model. First, we used germ-free C57BL/6J mice to demonstrate that gut bacteria are necessary and sufficient for weight gain caused by oral delivery of olanzapine. Second, we surveyed fecal microbiota before, during, and after treatment and found that olanzapine potentiated a shift towards an \"obesogenic\" bacterial profile. Finally, we demonstrated that olanzapine has antimicrobial activity in vitro against resident enteric bacterial strains. These results collectively provide strong evidence for a mechanism underlying olanzapine-induced weight gain in mouse and a hypothesis for clinical translation in human patients.

Interactions with friends are a salient part of students’ experience at school. Thus, friends are likely to be an important source of influence on achievement goals. This study investigated processes within early adolescent friendships (selection and influence) with regard to achievement goals (mastery, performance-approach, and performance-avoidance goals) among sixth graders (N = 587, 50 % girls at wave 1, N = 576, 52 % girls at wave 2) followed from fall to spring within one academic year. Students’ gender was examined as a moderator in these processes. Longitudinal social network analysis found that friends were similar to each other in mastery goals and that this similarity was due to both selection and influence effects. Influence but not selection effects were found for performance-approach goals. Influence effects for performance-approach goals were stronger for boys compared to girls in the classroom. Neither selection, nor influence, effects were found in relation to performance-avoidance goals. However, the higher a student was in performance-avoidance goals, the less likely they were to be named as a friend by classmates. Implications for early adolescents’ classroom adjustment are discussed.

Popularity is highly desired among youth, often more so than academic achievement or friendship. Recent evidence suggests being known as “popular” among peers (perceived popularity) may be more detrimental during adolescence than being widely well-liked (sociometric popularity). Thus, this study sought to better understand how two dimensions of popularity (perceived and sociometric) may contribute to adolescents’ own perceptions of satisfaction and happiness regarding their social life at school, and hypothesized that “being popular” would have a more complex (and curvilinear) association with adolescents’ social contentment than previously considered by linear models. Adolescents’ peer popularity and self-perceived social contentment were examined as both linear and curvilinear associations along each status continuum in a series of hierarchical regressions. Participants were 767 7th-grade students from two middle schools in the Midwest (52% female, 46% White, 45% African American). Perceived and sociometric popularity were assessed via peer nominations (“most popular” and “liked the most”, respectively). Self-reported social satisfaction, best friendship quality, social self-concept, and school belonging were assessed as aspects of social contentment. The results indicated that both high and low levels of perceived popularity, as well as high and low levels of sociometric popularity, predicted lower perceptions of social satisfaction, poorer best friendship quality, and lower social self-concept than youth with moderate levels of either status. Implications to promote adolescents’ psychosocial well-being by targeting popularity’s disproportionate desirability among youth are discussed.

School belonging is a key indicator of students’ academic well-being that is threatened by adults’ and peers’ transgressions of discrimination. Moreover, the hierarchical power structure at school enables adults and peers to enact ethnic-racial discrimination differently, which is also more or less salient among Black, Asian American, and Latinx youth. Therefore, this study aimed to disentangle the links between adult and peer-perpetrated racial discrimination at school, five distinct coping strategies, and school belonging across ethnic-racial groups. Participants were 1686 students in grades 9–12. These results indicated that adolescents who reported peer discrimination also reported greater proactive and aggressive coping. Black youth who reported more adult discrimination also reported more proactive coping, whereas Asian and Latinx youth who reported more peer discrimination reported more proactive coping. Peer discrimination was indirectly associated with greater school belonging via proactive coping, whereas adult discrimination was directly and negatively related to belonging. These findings suggest that adolescents may be selecting to proactively cope when faced with the discrimination source they most often navigate.

This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year.

Whole-chromosome imbalances affect over half of early human embryos and are the leading cause of pregnancy loss. While these errors frequently arise in oocyte meiosis, many such whole-chromosome abnormalities affecting cleavage-stage embryos are the result of chromosome missegregation occurring during the initial mitotic cell divisions. The first wave of zygotic genome activation at the 4-8 cell stage results in the arrest of a large proportion of embryos, the vast majority of which contain whole-chromosome abnormalities. Thus, the full spectrum of meiotic and mitotic errors can only be detected by sampling after the initial cell divisions, but prior to this selective filter. Here, we apply 24-chromosome preimplantation genetic screening (PGS) to 28,052 single-cell day-3 blastomere biopsies and 18,387 multi-cell day-5 trophectoderm biopsies from 6,366 in vitro fertilization (IVF) cycles. We precisely characterize the rates and patterns of whole-chromosome abnormalities at each developmental stage and distinguish errors of meiotic and mitotic origin without embryo disaggregation, based on informative chromosomal signatures. We show that mitotic errors frequently involve multiple chromosome losses that are not biased toward maternal or paternal homologs. This outcome is characteristic of spindle abnormalities and chaotic cell division detected in previous studies. In contrast to meiotic errors, our data also show that mitotic errors are not significantly associated with maternal age. PGS patients referred due to previous IVF failure had elevated rates of mitotic error, while patients referred due to recurrent pregnancy loss had elevated rates of meiotic error, controlling for maternal age. These results support the conclusion that mitotic error is the predominant mechanism contributing to pregnancy losses occurring prior to blastocyst formation. This high-resolution view of the full spectrum of whole-chromosome abnormalities affecting early embryos provides insight into the cytogenetic mechanisms underlying their formation and the consequences for human fertility.

Sez6L2 autoantibodies have been reported in patients with subacute cerebellar ataxia, presenting with gait disturbances, frequent falls, slurred speech, and repetitive eye movements. These case studies suggest that autoimmunity against Sez6L2 causes cerebellar damage leading to ataxia. Sez6L2 is a transmembrane protein expressed by most neurons, with the highest levels in the cerebellum. We tested whether immunizing C57BL/6 mice against Sez6L2 could produce an autoimmune response resulting in ataxia symptoms and immune attack on the brain/cerebellum. We found that immunized mice generated significant levels of anti-Sez6L2 antibodies, with IgGs present in the cerebellar parenchyma. Additionally, Sez6L2-immunized mice developed a significant population of Sez6L2-specific T cells targeting two immunodominant epitopes and showed increased CD4 + T cell infiltration into the brain. These mice exhibited mild mobility impairments in open field and wire grid walk assays. Our results indicate that an autoimmune response to Sez6L2 in mice can lead to mobility impairments and pathology consistent with human cerebellar ataxia associated with Sez6L2 autoantibodies. This new mouse model should be useful for mechanistic studies on this poorly understood autoimmune disease and for pre-clinical testing of therapeutic strategies targeting the immune system in patients with Sez6L2 antibodies.

This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh‐ to ninth‐grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same‐behavior selection and influence). Furthermore, although same‐behavior effects seemed to dominate, evidence was found for some cross‐behavior selection effects and a tendency in seventh grade for cross‐behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis.