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A greater understanding of the theoretical underpinnings of resilience in nursing and midwifery students is essential for the development of educational resources. It is imperative that future research considers both nursing and midwifery training cohorts and should be of strong methodological quality.

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A systematic review of the literature was undertaken to explore fathers' opinions and views on antenatal education and its effectiveness in preparing them for their role as birth partners and for parenthood. The findings are categorised under four key themes: outnumbered, excluded, anxious and uncertain, and preparedness. While research suggests that most fathers want to support their partners and be involved in the pregnancy, labour and birth of their baby, they are less likely to attend antenatal classes than women. While fathers who attend antenatal education classes value them, their experiences are not always as positive or helpful in preparing them for their role as birth partners or in parenthood. It was highlighted that men are more likely to feel unprepared when complications at birth arise. A common finding was that men would welcome the opportunity to focus on their individual needs.

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Background: There has been growing attention to addressing the health inequalities and concerns of LGBTQ+ people, with research evidence highlighting areas requiring further attention and development. The distinct concerns of LGBTQ+ people when accessing midwifery care and support is an issue requiring a specific focus to ensure needs are met effectively.Aim: The aim of this systematic review was to critically appraise and synthesise the best available evidence regarding the views and experiences of LGBTQ+ people in relation to midwifery care and supports.Method: A systematic review was undertaken to identify all relevant studies meeting the inclusion criteria. A total of eleven papers were included in the review, utilising the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) method. Methodological quality was evaluated using the Mixed Methods Assessment Tool (MMAT).Findings: Following data analysis, the themes that emerged were: (i) Contemplating pregnancy and ante-natal experiences, (ii) pregnancy and labour issues and concerns, and (iii) post-natal ongoing care and supports. Conclusion and implications for practice:It has become apparent from this systematic review that LGBTQ+ individuals have variable experiences when accessing midwifery care and support. Midwifery policies and practice guidelines should be reflective of the distinct needs of LGBTQ+ people and their families and friends. Future studies could focus more on the impact and outcomes of their care experiences within midwifery services.

Drawing upon Walter Benjamin's “principle of montage,” this article excavates the political salience of what is referred to herein as the residential school system's “pan-territorial ideal.” The pan-territorial ideal materialized in 1930 with the opening of the Shubenacadie Residential School in the Maritimes, the system's final frontier. It was envisioned, forged and secured, in part, with the overt understanding that so called Indian education could be used as a vector of violence to control Indigenous peoples and their lands. This history clashes with dominant narratives that interpret residential school system violence as the product of mismanagement and neglect. From the early days of Confederation to its almost full legal autonomy from Britain in the early twentieth century and beyond, the Dominion's pursuit of the pan-territorial vision involved the selective harnessing of the residential school system as a field of state-sanctioned force to quell Indigenous resistance. In this, residential school violence cannot be reduced to a deviation from the norm. In crucial respects, it was an inherent feature of the system and Canadian modern statehood itself.