• Alcohol use increased significantly following COVID-19 related campus closure. • Higher social support was associated with less alcohol use overall. • Elevated psychological distress was associated with steeper increases in alcohol. • Social support did not moderate the effect of distress on increasing alcohol use.

This conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

Aim: The current study examined differences between individuals identifying as transgender and people identifying as cisgender in terms of (1) psychological distress (eg, anxiety, depression, and suicidal ideation), (2) rates of combustible and e-cigarette use, and (3) the potential for elevated psychological distress stemming from transgender identification to be associated with increased rates of smoking and vaping. Method: This was a secondary analysis of data from a study examining behavioral health, perceptions and behaviors associated with alcohol and other drug use, and mental health status at a large mid-western university. Differences in current use of cigarette and e-cigarette products were examined between self-identified transgender (n = 253) and cisgender (n = 18 371) respondents. Results: Overall, 17.2% (n = 2727) of the sample endorsed past 30-day use of cigarettes or e-cigarettes. Results demonstrated a significant effect of gender identity, with individuals identifying as transgender reporting higher odds of using cigarettes or e-cigarettes (AOR = 2.82, 95% CI 1.26-6.31). Regression analyses revealed significant effects of transgender identity on symptoms of anxiety ( b = 3.45, 95% CI = 1.64, 5.25, P < .001.); depression, ( b = 4.14, 95% CI = 2.21, 6.07, P < .001); and suicidal ideation, ( b = 2.51, 95% CI = 1.48, 3.55, P < .001.), respectively. Finally, we observed significant indirect effects of transgender identity on cigarette and e-cigarette product use via increased symptoms of depression (indirect effect = 0.13, 95% CI [0.07, 0.19], P < .05), and suicidal ideation (indirect effect = 0.22, 95% CI [0.15, 0.28], P < .05), but not symptoms of anxiety. Discussion: This is the first study of our knowledge to examine the association between psychological symptoms and smoking and vaping products with transgender identity. The results of this study support previous findings that transgender individuals are at risk for elevated substance use and extend the literature by demonstrating this this risk is associated with elevated psychological distress.

THIS QUALITATIVE CASE STUDY investigates Indian migrant parents' perspectives of early childhood education (ECE) in Melbourne, Australia. The study focuses on exploring parents' understanding of the structure, pedagogy and curriculum practices in early childhood settings. We selected a sample of six Indian parents, who had migrated to Melbourne not more than five years ago and had children attending Australian ECE. To gather their perspectives and experiences, in-depth, face-to-face interviews were conducted. A framework analysis of the data (Ritchie & Spencer, 1994) points to the preference of Australian ECE to Indian ECE. Their preference of Australian ECE is contingent on curriculum flexibility, opportunity for parent participation and active involvement of children in planning and learning. However, participatants, particularly the mothers, missed the academic aspect of Indian ECE and believed that the Australian curriculum and pedagogy distanced their children from their culture. Based on these findings, we argue for early childhood teachers to include the experiences of Indian migrant parents in their children's ECE in Australia to help sustain purposeful partnerships and incorporate culturally relevant activities into the curriculum.