In 1984, Belsky identified dimensions that have an influence on parental conduct: developmental history, personality, marital relations, work, social network, and child characteristics. The objectives of this article are to examine Belsky's model in relation to a sample of 17 young fathers in contexts of vulnerability and to better understand parenting determinants based on the findings of a qualitative study. Two semi-structured interviews were conducted asking these fathers about their individual, professional, and co-parental histories and about fathering. The results reveal that despite an unstable individual history, most fathers stay in contact with their children, even after a marital separation. The quality of the relationship with the mother of origin and the support from their children's mother seem to have an impact on father involvement.

Dental education on specific knowledge and intervention approaches for working with people living on welfare is crucial to the therapeutic success of the relationships dental professionals establish with this clientele. Despite growing attention to the importance of cultural competence and communication skills training in dentistry, very few initiatives have been documented in relation to serving low-income populations. Following discussions at a 2006 Montreal-based colloquium on access to dental care, academics, dental association administrators, and public health agency and antipoverty coalition representatives began collaborating to develop innovative pedagogy designed to increase providers' competence in interacting with their underprivileged patients. The group's first round of workshops (November 2006-October 2007 resulted in the creation of an original video-based tool containing testimonies from six individuals living currently or formerly on welfare. The videotaped interview data represent their perceptions and experiences regarding their oral health, dental care service provision, and poverty in general. This article describes the participative methods, the content of the resulting DVD, and the implications of the "Listening to Each Other" program, a collaborative knowledge translation approach for improving interaction between underprivileged people and dental care providers.

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In 2006, the department of public health in Montreal, Quebec, Canada, conducted the Survey of the School Readiness of Montreal Children. After unveiling the results in February 2008, it launched an appeal for intersectoral mobilization. This article documents the chain of events in the collective decision-making process that fostered ownership of the survey results and involvement in action. It also documents the impacts of those findings on intersectoral action and the organization of early childhood services four years later. The results show that the survey served as a catalyst for intersectoral action as reflected in the increased size and strength of the actor network and the formalization of the highly-anticipated collaboration between school and early childhood networks. Actors have made abundant use of survey results in planning and justifying the continuation of projects or implementation of new ones. A notable outcome, in all territories, has been the development of both transition-to-kindergarten tools and literacy activities. The portrait drawn by the research raises significant issues for public planning while serving as a reminder of the importance of intersectoral mobilization in providing support for multiple trajectories of child preschool development.

IntroductionFurther evidence is needed to understand the contribution of schools and daycares for the spread of COVID-19 in the context of diverse transmission dynamics and continually evolving public health interventions. The Enfants et COVID-19: Étude de séroprévalence (EnCORE) study will estimate the seroprevalence and seroconversion of SARS-CoV-2 among school and daycare children and personnel. In addition, the study will examine associations between seroprevalence and sociodemographic characteristics and reported COVID-19 symptoms and tests, and investigates changes in health, lifestyle and well-being outcomes.Methods and analysisThis study includes children and personnel from 62 schools and daycares in four neighbourhoods in Montreal, Canada. All children aged 2–17 years attending one of the participating schools or daycares and their parents are invited to participate, as well as a sample of personnel members. Participants respond to brief questionnaires and provide blood samples, collected via dried blood spot, at baseline (October 2020–March 2021) and follow-up (May–June 2021). Questionnaires include sociodemographic and household characteristics, reported COVID-19 symptoms and tests, potential COVID-19 risk factors and prevention efforts and health and lifestyle information. Logistic regression using generalised estimating equations will be used to estimate seroprevalence and seroconversion, accounting for school-level clustering.Ethics and disseminationThis study was approved by the research ethics boards of the Université de Montréal (CERSES) and the Centre Hospitalier Universitaire Sainte-Justine. Results will contribute to our knowledge about SARS-CoV-2 transmission in schools and daycares and will be made available to study participants and their families, school and public health decision-makers and the research community.