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What are the novel findings of this work? Preterm delivery occurred in a higher proportion of women with SARS-CoV-2 infection in the PAN-COVID and AAP-SONPM registries compared to contemporaneous and historical national data from uninfected women in the UK and USA. The majority of preterm deliveries occurred between 32 + 0 and 36 + 6 weeks' gestation. SARS-CoV-2 infection in pregnancy did not appear to be associated with a clinically significant effect on fetal growth, adverse neonatal outcome or the rate of stillbirth. Although maternal death was uncommon, the rate was higher than expected based on UK and USA population data, which is likely explained by underascertainment of women affected by milder or asymptomatic infection in pregnancy in the PAN-COVID study, although not in the AAP-SONPM study. What are the clinical implications of this work? Pregnant women should be counseled that SARS-CoV-2 infection increases the risk of preterm delivery but not stillbirth, early neonatal death or a small baby. Healthcare providers should recommend SARS-CoV-2 vaccination in pregnant women and women planning pregnancy, alongside enhanced social distancing.

Currently, scholars and practitioners seek to improve leadership programs so that educational leaders can more effectively support adult development—especially since it is connected to improved student achievement. Interview findings presented here stem from a larger mixed methods study. This research investigated how a university course on leadership for adult development influenced participating leaders’ thinking and on-the-ground practices years after course completion. Findings describe students’ reported course learnings, ways that they translated learnings to practice, and obstacles that they still encounter. This investigation offers insight into how leadership coursework can help leaders support adult development in schools and build systemic and school structures that would better enable them to build capacity.

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This study investigated three questions: (1) What are Lebanese secondary school (Grade 9-12) biology teachers' and university biology professors' positions regarding biological evolution?, (2) How do participants' religious affiliations relate to their positions about evolutionary science?, and (3) What are participants' positions regarding evolution education? Participants were 20 secondary school biology teachers and seven university biology professors. Seventy percent of the teachers and 60% of the professors were Muslim. Data came from semi-structured interviews with participants. Results showed that nine (Christian or Muslim Druze) teachers accepted the theory, five (four Muslim) rejected it because it contradicted religious beliefs, and three (Muslim) reinterpreted it because evolution did not include humans. Teachers who rejected or reinterpreted the evolutionary theory said that it should not be taught (three), evolution and creationism should be given equal time (two), or students should be allowed to take their own stand. Two professors indicated that they taught evolution explicitly and five said that they integrated it in other biology content. One Muslim professor said that she stressed 'the role of God in creation during instruction on evolution'. It seems that years of studying and teaching biology have not had a transformative effect on how a number of teachers and professors think about evolution.