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Children have the right to be free from violence in schools, yet violence in schools persists. The social and gender norms, or unwritten rules of behavior that drive our collective beliefs, attitudes, and perspectives, perpetuate both positive and harmful behavior related to violence. However, social norms are malleable. To explore this further, the Regional‌ ‌Research‌ ‌on‌ ‌Violence‌ ‌Against‌ ‌Children‌ ‌in‌ ‌Schools‌ ‌in‌ ‌South‌ ‌East‌ ‌Europe project, supported by Terre des hommes and the Child Protection Hub and led by the International Institute on Child Rights and Development (IICRD) sought to work with young people and their supporters in eight South and East European countries from 2019–2021 to unpack how social and gender norms impact school related gender-based violence (SRGBV) and the potential role young people play in challenging destructive social norms in Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania, and Serbia. At the intersection of a child's right to be safe, to be educated and to be heard, this paper looks at a creative and participatory research approaches that bring children's experiences of violence in schools to the fore and centers their experiences. This largely qualitative study drew on participatory and creative methods to explore the incidence and type of violence that children and young people are facing in and around school in South East Europe, who is most impacted by it, the social and gender norms related to violence (including SRGBV) against children, the mechanisms and child-led actions that protect children from violence and promote wellbeing, how children and young people felt able to prevent or respond to violence (and SRGBV specifically), and the ideas they had for prevention. National academic and independent researchers were trained on the research and analysis tools that were designed by the IICRD team to ensure consistency. Two schools in each country were chosen to run 2–3 day workshops with up to 15 young people aged 13–18 years old and up to 15 adult supporters in each site. This paper outlines the findings and focuses on the cyclical nature of research and practice where one informs the other. The multi-country research design and findings offer unique insights into effective approaches to work with young people as well as the levels of violence experienced by young people and their critical insights in how to implement enhanced safety in schools. In addition, this paper emphases the process of conducting research using creative and participatory methods as this is not often discussed in detail in the literature. In order to develop research with children and young people that can effectively impact practice, we suggest it is imperative to have a relational approach embedded in research that provides training for adults to ensure they are equipped to do this sensitive work.

In this paper, we share the rationale, process, and results related to a community-based participatory action research (PAR) project in which we, among other things, aimed to attend to the underrepresentation of newcomer youth in community sport and recreation pursuits. By way of engaging with one rural county's Syrian youth refugee population while also attending closely to a social ecological framework, we first identified obstacles and opportunities related to multiple systems (i.e., individual, social/interpersonal, organizational/community, public policy). Drawing upon multiple data sources (i.e., photos and photovoice, participants' drawings and notes, participant-researchers' field notes, and focus group interviews) to inform our subsequent plan-act-observe-reflect action research cycles, we and our Syrian youth participants co-created and implemented the Syrian Youth Sports Club. In addition to describing the rationale and process related to this Syrian Youth Sports Club, we focus herein upon the results, which primarily relate to participants' experiences becoming (physically literate) and belonging.

The health and wellness of Indigenous peoples continue to be impacted by the harmful colonization practices enforced by the Government of Canada. While the long-term health impacts of the Indian Residential School (IRS) system are documented, empirical evidence elucidating the relationship between the IRSs and the risk of offspring experiencing other collective childhood traumas, such as the Sixties Scoop (1950-1990) and the inequities within the child welfare system (CWS), is needed. Through an online study, we explored the links between familial (parents/grandparents) IRS attendance and subsequent involvement in the CWS in a non-representative sample of Indigenous adults in Canada born during the Sixties Scoop era. The final sample comprised 433 adults who self-identified as Status First Nation (52.2%), non-Status First Nation (23.6%), and Métis (24.2%). The study found that adults with a parent who attended IRS were more likely to have spent time in foster care or in a group home during the Sixties Scoop era. They were also more likely to have grown up in a household in which someone used alcohol or other drugs, had a mental illness or a previous suicide attempt, had spent time in prison, had lower mean levels of general household stability, and tended to have lower household economic stability. Moreover, the relationship between parental IRS attendance and foster care was explained, in part (i.e., mediated) by a higher childhood household adversity score. These findings highlight that the intergenerational cycles of household risk introduced by the IRS system contribute to the cycles of childhood adversity and increased risk of spending time within the CWS in Canada. This is the first study among Indigenous adults from across Canada to demonstrate quantitatively that being affected by the CWS during the Sixties Scoop era is linked to intergenerational cycles of risk associated with the IRS system. Corresponding author: Robyn McQuaid at Robyn.McQuaid@theroyal.ca

Indigenous Conflict Management Strategies: Global Perspectives presents a variety of traditional conflict management approaches as well as several cases of both successful and unsuccessful integrations of indigenous and Western strategies. As it explores these approaches, this books also analyzes the central characteristics, strengths, and weaknesses of a multitude of indigenous systems from around the globe.