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Introduction The clinical benefits of 24-hour postural management are widely recognised by occupational therapists, but little is known about its impact on service users and carers or whether clinical practice is consistent across regions. The aim of this research was to investigate the use of 24-hour postural management by occupational therapists and to explore its impact on service users with neurodisability and their carers. Methods Quantitative and qualitative methods were employed in two phases: (a) online survey with 96 occupational therapists across one UK region, with data analysed by descriptive statistics and correlations; (b) focus groups with service users and/or carers ( n = 9), with data analysed by thematic analysis. Results Findings showed moderate positive correlation between frequency of use and (a) all key intervention skills and (b) knowledge of night-time positioning ( p < 0.001). Moderate positive correlations were found between level of training and (a) assessment skills and (b) knowledge of night-time positioning ( p < 0.001). The overarching theme from focus groups was ‘reliance on individualised equipment’, with overwhelming frustration from lack of support, loss of identity, equipment cost, insufficient focus on preventative strategies and accessibility issues. Conclusion A clinical practice guideline, including training, is crucial to direct practice. Providers must engage with service users and carers to address their frustrations.

Because no significant changes in interface pressure occurred after 4 minutes of sitting with the non-wheelchair users, 4 minutes may be a reasonable sitting time before interface pressure is recorded with this group. Significant changes in interface pressure continued up to 8 minutes with the wheelchair users, therefore 8 minutes or beyond may be a reasonable sitting time before recording with this group.

The school professional is in a unique position to play a strategic role in the early identification and prevention of youth suicide. The current study assessed North Queensland teachers' knowledge on youth suicide. The sample comprised 201 secondary school teachers. A survey research design was used and data was collected using a self-administered questionnaire. Teachers scored, on average, 69% of the knowledge statements correct; however only 15% correctly recognized a high-risk situation. There was substantial variability in the accuracy of knowledge on youth suicide with some teachers maintaining high levels of knowledge, and others having very little accurate information. Findings highlight the need for youth suicide education for teachers in order to fulfil this 'gatekeeper' role in dealing with suicidal student

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