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Measuring key components of resilience is vital for understanding cross‐cultural dynamics among youth and the environment. The Child and Youth Resilience Measure (CYRM‐28) was developed as a cross‐cultural measure of resilience and has been used globally. To examine the cross‐cultural utility of the CYRM‐28, we conducted a systematic review of the literature reporting on the psychometric properties of the measure. Using data representing six countries (N = 6,232) that were supplied from authors of the studies reviewed, a multilevel confirmatory factor analysis was also conducted to estimate the variability of the measurement properties among communities, ages, and sex. Results indicate that the literature generally did not include reliability and validity information for the instrument. From the multilevel confirmatory factor analysis, the measure was invariant between adolescent age‐groups and sexes but not across communities.

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Human trafficking severely endangers vulnerable individuals from around the globe. Schools play an important role to educate students the potential harms of human trafficking and should become more intentional in providing support services for children who fall victim to human trafficking. The purpose of this study was to examine how preventive curricula on human trafficking can be successfully implemented in schools because of the direct connection to teaching for social justice. Under the theoretical guise of teaching for social justice, researchers reviewed current literature trends on implementing social justice curricula and current models for teaching about human trafficking. Following the qualitative research case study method, interview data, classroom observation, interval recording, and reflexive notes were collected and analyzed for salient themes to emerge. Findings from this study support the notion that anti–human trafficking curriculum can be implemented in public school settings and yield high engagement among students.

Purpose The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts. Design/methodology/approach This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony. Findings The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates. Originality/value The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.