Community climate toward sexual and gender minority (SGM) youth is associated with higher rates of victimization and poorer health and wellbeing‐related outcomes such as depression and suicidal ideation. However, this field of research has underemphasized the experiences of transgender youth, particularly within the Midwestern context which is marked by vast rurality and characterized as sociopolitically conservative. Using qualitative and community‐based methods, this study identified factors that impact community climate from the perspective of transgender youth (n = 19) in the Midwest and situated them within the Ecological Systems Theory (EST). Thematic analysis of interviews revealed four themes: resources, visibility, policies, and ideologies. Themes often crossed levels within the EST, indicating the complexity and interrelated nature of climate across local, regional, and national contexts. Implications for theory, research, and practice are discussed.

Key Points Question Are state Supplemental Nutrition Assistance Program (SNAP) policy options associated with rates of Child Protective Services involvement and use of foster care services in the US? Findings This cohort study including all 50 states and the District of Columbia noted that adoption of SNAP policies increased from 2004 to 2016 and, accompanying the increases, substantiated reports of childhood neglect decreased. In instrumental variables models, policies to operate through SNAP caseloads were identified. Meaning The findings of this study suggest SNAP policy options that increase the generosity and stability of household resources may yield valuable population health returns by preventing child maltreatment and the need for costly child welfare interventions.

When implementing an evidence-based intervention in new contexts and with different populations, evaluation of not only outcomes, but also implementation processes become necessary. The purpose of this study was to explore the experiences of bilingual, bicultural parent coaches delivering Attachment and Biobehavioral Catch-up (ABC), an early childhood evidence-based home visiting intervention (EBI), to Spanish-speaking families in the United States (U.S.). This qualitative study draws on semi-structured interviews completed with four ABC parent coaches in two U.S. states. All participants identify as female and are bicultural, native Spanish speakers. Analyses resulted in six themes organized into two broad categories: (1) challenges to providing ABC to Spanish-speaking families and (2) positive experiences providing ABC to Spanish-speaking families. Results highlight that in-the-field translation and delivery of an empirically supported early intervention that has not been adapted for use with non-English speakers is challenging even for bilingual, bicultural parent coaches. Opportunities for deep-structure adaptations of the ABC intervention are explored. Practice and research implications also are discussed.

In the face of childhood adversity, services and interventions can improve a child's life trajectory by promoting healthy development, enhancing protective factors, and building resilience through stable and supportive relationships. One such service, a specific and highly researched home visiting intervention, Attachment and Biobehavioral Catch‐up (ABC), is often provided to families through home visiting service programs. This qualitative descriptive study examines the experiences of caregivers (N = 18) who received ABC as part of a statewide early childhood initiative in one midwestern state. Participants provided insight into the context of their lives before and during the intervention. They described their perspectives of the utility of the program and its influence on their family's behaviors and interactions. Findings demonstrate that coaching support bolstered caregivers’ confidence in effective strategies and guided them through caregiving challenges. Caregivers observed growth in their caregiving practices, their infants’ and young children's social and emotional skills, and their dyadic caregiver‐child relationships, demonstrating the benefits of participating in and completing the ABC intervention.

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