This study aimed to determine predictors of help-seeking intentions for symptoms of depression/ anxiety and self-harm in adolescents. It focused on personal and perceived public stigma to gather data of value for the design of anti-stigma interventions. Participants (n = 722; 368 girls) were recruited from three cohorts of secondary school students in Ireland (mean ages: 1st = 12.9 years; 3rd = 14.9 years; 5th = 16.6 years). Hierarchical regression models indicated that perceived public stigma is a significant unique predictor of help-seeking intentions for depression [F (4, 717) = 13.4, p < .001] and self-harm [F(4, 717) = 13.5, p < .001]. This indicates that young people's beliefs about other people's stigma towards mental health problems was a stronger predictor of help-seeking intentions than their own stigma beliefs. These findings highlight the importance of looking separately at different types of stigma when investigating the role of stigma in predicting help-seeking intentions.

This research sought to establish the impact of a 10-week program combining mixed martial arts (MMA) and one-toone psychotherapy on young males' mental health and determine factors that predict help-seeking behavior in at-risk males. Preparticipation and post-participation interviews were employed as the method of data collection. Seven males (20-35 years; M = 24.57) completed preparticipation interviews and five completed follow-up interviews. Thematic analysis of preparticipation revealed that help-seeking behavior in at-risk males is impeded by the presence of male gender stereotypes, the absence of positive role models, as well as difficulty navigating challenging social landscapes. Post-participation interviews revealed that the sport provided structure and fitness for at-risk males, while the counseling was pivotal for personal growth. Improved relationships, work life, and self-esteem were also observed. The sporting element of the program helped to reduce stigma associated with engaging in psychotherapy, and positive male relationships were noted as particularly impactful. Findings support previous research indicating that combining sports and psychotherapy positively impacts young males' mental health. Sport provides an acceptable doorway to psychotherapy, providing space to explore personal issues.

This article presents a cross‐national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year‐long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well‐established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed‐method approach. Questionnaires and in‐depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non‐traditional students.

Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students' language learning capabilities.

This qualitative research sought to establish the impact of an 8-week program combining football and one-to-one psychotherapy on young males’ mental health, determining the factors that predict help-seeking behaviors in this group of men. Pre- and post-participation focus groups were used as the method of data collection. Six males (19–35 years old; M = 25.5) completed both pre-intervention and follow-up focus groups. Help-seeking behaviors were influenced by the appeal of football and the perception of the counselor being accessible. Barriers included gender norms, socialization, financial difficulties, and challenging social landscapes. Post-participation focus groups revealed that positive social and counseling relationships facilitated improved mental health. Sport was deemed an acceptable medium to deliver a mental health intervention as it increased social connections and facilitated help-seeking. Findings support previous research indicating that combining sports and psychotherapy positively impacts young males’ mental health.