Clinical placement experience is an important component of medical radiation science (MRS) education, equipping students to safely transition into complex healthcare environments. This commentary draws on evidence from the literature that reports challenges allied health students face in clinical environments. As several factors are implicated that could result in a higher prevalence of psychological distress and mental ill-health in MRS students, there is a need to re-emphasize the importance of developing strategies to support students in clinical education. A key recommendation is to identify associated risk factors early as they can impact on the quality of education and in severe cases be detrimental to students' psychological well-being. This requires an understanding of the full extent and nature of the challenges through partnered approaches between professional organisations, clinical departments, academics and students. Developing evidence-based strategies for improving students' wellbeing in clinical environments is also essential.

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This commentary describes some of the reported challenges of health participation for the gender-and sexuality-diverse (GSD) population, particularly related to medical imaging practice. The approach and student feedback of an undergraduate education initiative to support students in the delivery of culturally competent care are described. The experiences of delivery over a three-year period are reported, including the 2020 online delivery due to COVID-19 precautions. Student feedback demonstrates positive outcomes from the workshops and activities.This commentary reports the affordances and challenges of health participation for the gender-and sexualitydiverse (GSD) population particularly related to medical radiation practice. The approach and outcomes of an undergraduate education initiative to support students in the delivery of culturally competent care are described. The focus of the initiative is equitable care for the lesbian, gay, bisexual, transgender, intersex, queer/ questioning, asexual and other terms (such as non-binary and pansexual) (LGBTIQA+) community and diverse population groups. Throughout the commentary, the preferred terminology used will be gender and/or sexual diversity as opposed to the acronym LGBTIQA+ unless referencing other studies.

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