The purpose of this qualitative study was to explore consequences of the non-consensual dissemination of sexually explicit media (NCDSEM) for survivors, with an emphasis on how NCDSEM may impact social relationships and social anxiety. One-on-one telephone interviews with ( N = 17) self-identified survivors of NCDSEM were conducted between May and December 2019. Interviews were analyzed using a flexible coding methodology. There were five main ways in which participants described consequences of NCDSEM: (a) fear of going out in public, (b) fear of engaging in relationships, (c) fear of applying to jobs, (d) fear of seeking help, and (e) influencing depression and feelings of anxiety. These findings suggest that, for some people, NCDSEM victimization may influence whether and how they subsequently socialize with other people.

An eight-member team of the Teaching Working Group of the Association of Schools and Programs of Public Health Scholarship of Teaching and Learning Task Force created a call to action advancing the use of evidence-based strategies for public health education. The goal of this article is threefold, to assess briefly the current status of evidence-based teaching in public health, strengthen the case for using evidence-based teaching practices in public health courses, and propose strategies for educators in public health to engage along a continuum of evidence-based teaching. In this article, we define evidence-based teaching (EBT) proposes that EBT is demonstrated by: student mastery of specific short-term learner outcomes (e.g., enhanced effectiveness such as represented by improved knowledge, skills, and/or attitudes); increases the likelihood of successfully completion of a particular public health degree or program, which represents an intermediate- or long-term outcome; and ultimately posits that effective teaching in public health aims to produce well-prepared graduates who contribute to a ready workforce (Impact 1) who are able to improve the health of the public (Impact 2), highlights effective evidence-based teaching practices that improve student learning outcomes, encourages both seasoned faculty and newcomers to the field to incorporate EBT into existing public health curricula and to begin by making small changes, and concludes with a call to action for EBT that improves student learning.

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The past year has challenged educators in all directions, from switching courses to an online format overnight to addressing student needs within and outside the classroom, and many external factors have extensively affected student performance and engagement. In the United States, the COVID-19 pandemic and a myriad other sociopolitical movements highlight the need for faculty to go beyond educating and start building deeper connections with students. This article provides a rationale for providing an intentionally supportive classroom environment for public health students and outlines the benefits not only to the students but also to the faculty and institution. Furthermore, this article identifies necessary boundaries to caring, including setting appropriate limits and maintaining professional student–educator relationships. Creating an inclusive and supportive learning environment is important not only for training future health professionals but also for cultivating a culture of caring among the profession.

Reflecting on the remarkable, unprecedented experience of teaching public health during a global pandemic, this reflection highlights the unexpected and delightful connections that were made in spring of 2020. Transitioning to online/remote reading was initially dreaded, and yet proved to be a vital link of connection between faculty and students.