The spread of SARS-CoV-2 led to rapid vaccine development. However, there remains considerable vaccine hesitancy in some countries. We investigate vaccine willingness in three nations with very different vaccine histories: Israel, Japan and Hungary. Employing an ecological-systems approach we analyse associations between health status, individual cognitions, norms, trust in government, COVID-19 myths and willingness to be vaccinated, with data from three nationally representative samples (Israel, Jan. 2021, N = 1011; Japan, Feb. 2021, N = 997; Hungary, April 2021, N = 1130). Vaccine willingness was higher in Israel (74%) than Japan (51%) or Hungary (31%). In all three countries vaccine willingness was greatest amongst who would regret not being vaccinated and respondents who trusted their government. Multi-group latent class analysis identified three groups of COVID myths, with particular concern about alteration of DNA (Israel), allergies (Hungary) and infection from the vaccine (Japan). Intervention campaigns should address such cultural myths while emphasising both individual and social benefits of vaccination.

Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.

Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.