Effective protected areas reflect socio-ecological values, such as biodiversity and habitat maintenance, as well as human well-being. These values, which safeguard ecosystem services in protected areas, are treated as models for the sustainable preservation and use of resources. While there is much research on the effectiveness of protected areas in a variety of disciplines, the question is whether there is a common framework that uses remote sensing methods. We conducted a qualitative and a quantitative analysis of 44 peer-reviewed scientific papers utilizing remote sensing data in order to examine the effectiveness of protected areas. Very few studies to date have a wide or even a global geographical focus; instead, most quantify the effectiveness of protected areas by focusing on local-scale case studies and single indicators such as forest cover change. Methods that help integrate spatial selection approaches, to compare a protected area's characteristics with its surroundings, are increasingly being used. Based on this review, we argue for a multi-indicator-based framework on protected area effectiveness, including the development of a consistent set of socio-ecological indicators for a global analysis. In turn, this will allow for globally applicable use, including a concrete evaluation that considers the diversity of regional parameters, biome-specific variables, and political frameworks. Ideally, such a framework will enhance the monitoring and evaluation of global strategies and conventions.
Purpose – The purpose of this paper is to explore the association between children who are at risk of being or who have been excluded from school between the ages of 4 and 12 years and the role of psychopathology, development and attainment.
Design/methodology/approach – A case-control approach was conducted. Cases were children who had been excluded from school compared to those who had no reported exclusions and normative data where possible. A range of measures were used to collect information from the parent, child and teacher on areas covering the child's mental health and well-being.
Findings – The findings showed the number of difficulties faced by children who are at risk of being or who have been excluded from school compared to gender- and age-matched controls and normative data increased. Behavioural difficulties were apparent in the majority of the cases and an alarming number of children reported self-harm. Interestingly nearly all the cases had recognised needs, but not all of them were accessing appropriate services.
Practical implications – There have been a number of changes regarding the identification and support of children's mental health and well-being. This study highlights gaps in resources and provision, particularly around behavioural difficulties for children who are presenting as not coping in school.
Originality/value – The findings from the SKIP study indicate the complexities and compounded difficulties faced by children who are experiencing exclusion from school. By implementing a systematic group of assessments the study was able to identify these complexities of need across a vulnerable group of children.
