As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the urge to rush to quick solutions and seeing our common vulnerability and uncertainty as an opportunity for growth, we, a multidisciplinary teacher education faculty, chose to pause and use this moment of recalibration to develop a new set of orienting priorities for teacher educators. We reflect on dynamics of care, control and power inherent in educational relationships and demonstrate how relatedness in education expands beyond the human and the local towards fostering a common sense of global and ecological responsibility.

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Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence emerged of parentperceived and student-perceived negative psychosocial impacts of SAH on students. Further, our research clarified the exceptional stress experienced by parents in attempting to support SAH. A novel finding was student perceptions of having learned less during SAH, most likely due to significant declines in academic engagement. Recommendations for potential future periods of SAH include the need for innovative means of simulating socio-collaborative contexts, more flexible school supports based on unique home learning contexts, and enhanced psychological support for parents and at-risk children/ young people. In addition, we recommend that further research in the Irish context should specifically investigate the perspectives and experiences of those from minority ethnic and lower socio-economic groups.

Migraine is a complex neurological condition that causes a range of symptoms, the most common of which is a severe headache. The aim of this systematic review of the literature is to determine the efficacy of hypnosis in the treatment of migraine. A systematic search of 4 scientific databases was conducted using the primary search terms migraine, headache, hypnosis, and hypnotherapy. A total of 8 studies were identified that examined hypnotic techniques either alone or in combination with other nonpharmaceutical techniques, such as visual imagery, relaxation, and pain-displacement techniques. This study demonstrates that hypnotherapy and relaxation techniques are effective in reducing short- and long-term headache activity in migraine sufferers.