Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransition parents) contributed to this 15-monthlong study. Perceptions of the pretransition group were captured through focus groups and in-depth interviews at three critical times: before transition, one term in, and after a full year of secondary schooling. The posttransition group provided retrospective perceptions. The data, coded using a grounded theory approach, confirmed that transition was problematic in the first year, although there were signs of integration by the second year of secondary school. The establishment of friendship groups and peer acceptance appeared to be the key criteria for successful transition.

The teaching profession's response to the inexorable march of new technology into education has been a focus of research for some 30 years. Linked with the impact of ICT on measurable performance outcomes, teacher attitudes to technology and the impact on pedagogic practice have been central to that research, a research that has often seen teachers as a barrier, not a force for change. The current article brings together findings from a decade of studies that have explored the ways in which teaching staff have responded to the growing notion that ICT is a core part of the teaching toolkit. In doing so we question the simplistic stereotyping of Luddite teachers. Drawing on findings from rare, but crucially important, longitudinal projects the article discusses hopes and fears raised by teaching staff when confronted with changes to existing pedagogy, before moving on to explore issues such as the 'technology dip', how maturity modelling can inform our understanding of technological change in schools and ways forward for helping teaching staff to embed technology into their teaching.

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools.

Individuals incarcerated in prisons across the United Kingdom and abroad are able to volunteer for a variety of peer-support roles, which are characterized by prisoner-to-prisoner helping. Some research has found that such roles can represent turning points in the lives of those who have offended and encourage movements toward desistance. This proposed redemptive influence is argued to result from the prosocial behaviors that such roles appear to elicit in their holders. The present study aims to explore the mechanics of this claimed influence. While a limited amount of research has attempted this on a general offending population, no research has done so with a sample of sexual offenders. Given the intensive treatment programs involved in such contexts, and the requirements for sexual offenders to demonstrate reduced risk, the authors believe those serving time for sexual offenses represent an important sample on which to explore the potentially redemptive properties of peer-support roles. To this end, 13 peer supporters participated in semistructured interviews. Transcripts were analyzed using a phenomenologically oriented thematic analysis. Results suggest that sexual offenders who adopt peer-support roles are able to live up to desired selves by "doing good" in prison, "giving back," and consequently resisting negative labels. These benefits have been theoretically linked with better reintegration outcomes for sexual offenders, who are publicly denigrated in the extreme and find it especially difficult to (re)integrate. Suggestions regarding the future utility of such schemes are offered.

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