This study assessed (1) the prevalence of witnessing violence and personal victimization, (2) links between community violence exposure (CVE) and depressive and PTSD symptoms, and (3) family cohesion as a moderator in these associations among rural Mexican adults. Data were drawn from a larger mixed methods study with 200 Mexican adults (ages of 20-60; M = 40.7; 79.5% women) from the State of Mexico. Preliminary analyses indicated that participants reported more experiences of witnessing violence than personal victimization. Hierarchical regression analyses revealed that only witnessing violence was significantly associated with depressive and PTSD symptoms. Family cohesion did not moderate these associations. Qualitative content analysis was conducted to further explore and contextualize a subset of participants' experiences with community violence. Findings underscore the high prevalence of CVE among rural Mexican adults and its significant associations with mental health. This study expands the predominantly urban-focused CVE literature and highlights the need for culturally and contextually informed prevention and intervention efforts.

The aim of the study was to clarify how ethnic identity may impact poor mental health outcomes related to discrimination among Arab American adults in Southeast Michigan, USA. 286 respondents completed a health attitudes and behaviors survey. We used structural equation modeling with path and multi-group analyses to examine moderation effects of ethnic identity on the relationship between discrimination and depression and anxiety, and further moderation based on gender. Ethnic identity positively buffered against depression and anxiety associated with discrimination. In the subgroup analysis, ethnic identity was protective for female participants, though not male participants. These findings provide evidence for ethnic identity as a buffer between discrimination and poor mental health among Arab American adults. Mechanisms may include feelings of belonging and social support. The stronger effects for women may be due to their role of transmitting cultural and religious traditions. Future interventions should incorporate ethnic identity as a protective feature for mental health.

Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so-called hidden curriculum; whether students observe a variety of ethnicity and gender among characters in their textbooks. In this cross-national study, one mathematics and one language textbook from Germany, Italy and the Netherlands were analyzed. Ethnically minoritized characters, and specifically female ethnically minoritized characters were proportionally underrepresented. However, such characters were not underrepresented among main characters or those with an occupation. Ethnic and gender underrepresentation was more pronounced in the Italian textbooks than the Dutch and German textbooks. These preliminary results indicate a limited variety of female and/or ethnically minoritized textbook characters, which may reflect and strengthen educational inequalities.

This study, grounded in community psychology, explored the lived experiences of incarcerated women in Gauteng, South Africa, focusing on the links between substance use, victimization, and adverse childhood experiences. Semi-structured interviews were conducted individually with 29 women incarcerated in 2 correctional centers in South Africa: Kgoši Mampuru II and Johannesburg Correctional Centre. Interviews explored participants' family backgrounds, experiences with substance use, and involvement with the criminal justice system. The analysis highlighted that participants frequently described substance use as a way of coping with trauma and adversity. This study highlights the need for community-based interventions that address the social determinants of health and empower women to overcome adversity. Implications for trauma-informed care, community support, and social justice advocacy within a community psychology framework are discussed. Gender-responsive approaches in substance use programs for both practitioners and policymakers are also referenced.

This study investigates the effects of stereotype threat on academic performance among first- and second-generation students of migrant descent in Austria and evaluates the effectiveness of a multiple identity intervention in mitigating such effects. In a randomized classroom quasi-experiment (N = 452, Mage = 15.15, 67.7% female), students were exposed to stereotype activation or control prompts and assigned to a single or multiple identity reflection condition before completing a standardized test. Moderation analyses examined performance differences across migrant status groups. Second-generation students of migrant descent performed worse under stereotype activation, indicating stereotype threat susceptibility. The multiple identity intervention was associated with better performance for these students, though effects did not depend on stereotype activation and should be interpreted with caution. No significant effects were found for first-generation students of migrant descent. However, given their relatively small sample size, these null findings may also reflect limited statistical power. Findings suggest that stereotype threat poses specific challenges for second-generation students of migrant descent. Multiple identity interventions may enhance performance by activating broader identity resources. These results underline the importance of subgroup-sensitive identity interventions that can be implemented flexibly within diverse educational settings.

This study adopted a mixed-methods approach to explore the critical consciousness (CC) of German preservice teachers regarding educational inequalities related to socioeconomic status (SES) and family migration history. We examined how CC manifests in preservice teachers, how the CC subcomponents relate to each other, and what factors predict CC. Preservice teachers (N = 93, M = 24.29 years, SD = 5.77) responded to open-ended questions capturing their CC and completed rating-scale measures of potential predictors (i.e., discrimination, taken classes on diversity and equity, social dominance orientation, subjective SES). Qualitative analysis revealed preservice teachers attributed educational inequalities to individual, structural, and parental capital factors. Proposed actions to reduce educational inequalities included equality and inclusion, individual support, critical action, and multicultural education. Quantitative analysis indicated discrimination experiences predicted critical action intentions. Understanding preservice teachers' CC can guide targeted interventions and teacher training programs that equip them to effectively address educational inequalities.

Home-to-school contact can reduce educational inequity. Yet, little research has examined how schools in low- and high-SES neighborhoods engage only-German-speaking and multilingual families. Our mixed-methods study addressed this gap by: (1) analyzing diversity-related codes of conduct and communication strategies, (2) comparing teachers', parents', and students' home-to-school contact perspectives (MANOVA), and (3) linking them to school belonging. Participants included 944 students (M = 13.4; 64% multilingual), 28 classroom-teachers (M = 46.8), and 352 parents (M = 44.5; 40% multilingual). A content analysis of school websites revealed similar diversity-related codes of conduct, focused on tolerance and inclusion. High-SES neighborhoods displayed more customized home-to-school communication strategies. Teachers and parents reported more contact in only-German-speaking families, and teachers reported more contact with multilingual families in high-SES neighborhoods. All three contact perspectives predicted school belonging in high-SES neighborhoods, but only teacher and student-reported contact showed effects in low-SES neighborhoods. Findings call for disentangling informant, SES, and migration factors in diverse schools.

This study explores how stigma influences community experiences among individuals with serious mental illness (SMI), using the structural-function-experiential (SFE) model as a guiding framework. Qualitative semi-structured and social network interviews were conducted with 30 participants receiving assertive community treatment (ACT) services in New York state. Modified grounded theory approach guided the analysis. Four themes emerged: (1) "Maybe I'm as crazy as they say I am," (2) avoiding disclosure and relationships, (3) providers or no one, and (4) longing for connection. These themes illustrate how stigma operates in an ecological framework such as the SFE model consisting of structural, functional, and experiential dimensions of community. Stigma disrupts social relationships, inhibits disclosure, and reinforces social isolation. Applying the SFE model highlights community-level mechanisms through which stigma can be mitigated. Findings inform transformative change efforts to enhance social inclusion and recovery for people with SMI.

The purpose of this systematic review is to provide a comprehensive account of the research on protective community resources (PCRs) for children and youth, and to examine the association between PCRs and child and youth outcomes. Three electronic databases (JSTOR, ERIC, and PubMed), the internet, and literature reviews from 2012 to 2022 were searched for empirical studies that investigated community-level characteristics in relation to outcomes for participants from birth to 24 years. Findings from the review underscore the range of community-level factors that can buffer children and youth from harmful risks and promote healthy development, while also identifying important methodological and conceptual limitations in the current literature. We provide recommendations for future research on PCRs to inform policies and practices to promote the well-being of children and youth.

Living Labs (LLs) have spread as a methodology for the development of innovative perspectives. It has mainly been used in the Information and Communication Technologies (ICTs) field, but less in the social sciences. The present study deepens the use of this methodology in the psychosocial field within the EU-project YouCount, with the aim of developing innovative processes enhancing youth social inclusion. Participants of the LL were 30 Italian citizens aged between 22 and 73 (M = 31.63; SD = 11.67). 14 were referents of local associations and social groups, representing seven different realities dealing with migratory processes and social inclusion issues; the remaining participants were young local and migrant youths civically and socially active. During the LL, several participatory methodologies (e.g., World Café, Co-design sessions, video-interviews, video-making) were used to facilitate the unfolding of social innovation and collaborative processes among participants. Through this path, new ways of living together in the community emerged, based on the reciprocal acknowledgment and collaboration among participants for the bottom-up development of common planning aimed at supporting local services.

To explore the advantages and barriers to integrating digital mental health interventions into youth mentoring programs, thematic analysis was applied to interviews with mentors, mentees, and program managers within two large mentoring programs that had recently begun using a smartphone app that allows mentors to assess and address mentees' mental health needs. Three themes (i.e., connectivity/targeted support, ease of communication, and relationship building) illustrated the potential advantages of using technology-based mental health supports. One theme highlighted the ways that variability in user engagement moderates the beneficial impact of these interventions. Finally, two themes identified technical issues and the need for additional training in using digital interventions as areas for improving the deployment of this type of tool. Use of digital mental health interventions in youth-facing community programs has the potential to dramatically expand access to evidence-based support for vulnerable youth, but requires adequate training and support.

To analyze the outcomes of a Community-Based Mental Health Rehabilitation intervention on loneliness, resilience, depressive symptoms, continuity of care, and psychosocial disability, and to compare the outcomes of municipalities that implemented labour inclusion strategies with those that employed alternative approaches. An analytical, longitudinal, quasi-experimental study with pre- and post-intervention design was conducted. 130 individuals participated in support groups and labour inclusion processes, framed within a community-based recovery strategy (community strengthening, QualityRights). The disability model explained 40.1% of the variance in psychosocial disability (adjusted R² = 0.401), while the labour disability model was refined through four iterations, with the final model explaining 12.6% of the total variance (adjusted R² = 0.120). At the intervention level, large to moderate effect sizes were observed across all proposed scales. Furthermore, municipalities that incorporated labour inclusion were associated with better outcomes. Psychosocial variables improved through community strengthening, system reinforcement, and recognition of human rights.

Although adult allies often play crucial roles in mentoring and supporting young people who are activists, there remain gaps in our understanding of how community leaders interpret youth activism and the nature of organizational supports they provide for Black young people. We aimed to clarify perceptions about young people's involvement in social activism surrounding policing among community leaders who serve Black young people (ages 12-21) in Baltimore, Maryland. We interviewed 11 community leaders. Results indicated community leaders believed young people engage in activism due to mistrust and negative perceptions of police, a desire for justice, and to influence policies and laws. Most participants supported youth activism and emphasized the importance of increased adult involvement in amplifying youth voices. Some expressed concerns regarding youth activists' understanding of movement goals and their safety while protesting. Most community leaders reported that their organizations supported youth activism, though the level and nature of support varied widely. Participants shared strategies their organizations implemented to facilitate and sustain youth engagement in activism. Findings highlight the need for structured support systems that empower and protect young activists. Future efforts should foster intergenerational collaboration, enhance educational resources on activism, and develop policies safeguarding youth participation in social movements.

Mentoring programs are a popular approach for supporting youth through relationships with adult mentors, but few mentoring studies have included the mentor perspective. The present study comprised 80 undergraduate mentors (M age = 19.83, 52.5% White, 76.3% female) and elementary-aged mentees (M age = 10.61, 91.3% Black, 53.8% female). Mentee and mentor perceptions of the mentoring relationship and their other adult social supports were assessed over an academic year, in addition to mentor internalizing problems. It was hypothesized that mentor and mentee mentoring relationship quality would both be predicted by and predict the other variables of interest. For mentees, cross-lagged panel models indicated pre-existing adult social supports were positively associated with perception of the mentoring relationship, while for mentors, multiple regression highlighted the negative association of mentor internalizing problems with perceived mentoring relationship quality. These findings highlight the need for dyadic perspectives in future mentoring research.

We described the experiences of a sample of rural Latinx young adults to identify relevant adult roles and events from their unique perspectives at ages 21 and 26 focusing on heterogeneity by age, sex, and immigrant generational status. Using survey data collected in 2014 (n = 308) and 2019 (n = 285) from respondents who grew up in two rural US towns, we qualitatively examined responses to an open-ended question; explored thematic patterns across age, sex, and immigration generation; and contextualized with quantitative data. Rural Latinx young adults identified milestones typical of young adults (e.g., work, school, relationships, family, living arrangements) and diverse pathways into adulthood. They expressed positive and challenging sentiments regarding transitions, but mostly optimism about their futures. We observed heterogeneity within and between ages, sexes, and generational statuses. Increasing work and educational opportunities for Latinx young adults in rural communities can help them navigate this transition more successfully.

Recently, it has been argued that youth-initiated mentoring (YIM) holds promise for justice-involved youth. In YIM, youths select an adult mentor from their social network. Successful implementation is key to the effectiveness of an innovation, but little is known about the factors contributing to the successful implementation of YIM. We explored boosters and barriers to implementation perceived by professionals implementing YIM into a juvenile diversion programme. We performed thematic analysis on one unstructured (N = 22) and three semi-structured focus groups (N = 7-8) guided by the Consolidated Framework for Implementation Research. Findings suggest that professionals perceived the benefits of YIM in this context. Nevertheless, the current organisational culture, grounded in Risk-Need-Responsivity principles, hindered the actual implementation in certain cases, possibly endangering the continuation of YIM in a juvenile diversion context. Boosters and barriers can be considered and adopted by organisations aiming to implement YIM in a selective prevention context. Trial registration number: (ClinicalTrial.gov ID #NCT05555472).

Due to changes in life course complexity, cultural norms, and welfare policies, older adults' preferences, resources, and living arrangements have become increasingly diverse. Yet, the relationship between older adults' living arrangements and how they experience loneliness remains underexplored. This article investigates the often-overlooked meaning-giving processes that underlie the association between living arrangements and loneliness in old age. To explore how living arrangements shape loneliness and belonging in later life, we conducted a grounded theory analysis of 72 interviews with older adults who did not live with a partner. Across living arrangements, three loneliness drivers were salient across living arrangements: losses, exclusion, and time. Participants used temporal reference points to construct mental representations of these drivers, evaluating their current spatial embeddedness in light of past experiences and anticipated future trajectories. The affective outcome of this comparison determined whether respondents perceived the spatial belonging of home and, in turn, experienced loneliness or belonging.

Ethnic microaggressions convey insensitivity or demean a person's ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined preservice teachers' competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions (i.e., implicit and explicit prejudice, critical reflection, and empathy) that contribute to teachers' awareness of these discriminatory actions. Using a vignette design across two experimental studies in Germany (Study 1, N = 147, M = 23.7; 88% females; Study 2, N = 184, M = 23.2; 64.7% females), our results indicated that participants demonstrated noticing ability in detecting microaggressions targeting Turkish heritage students. We found less consistent evidence for the role of participants' attitudinal dispositions as predictors of racial noticing. In Study 1, implicit prejudice was negatively related to attending microaggressions, while, surprisingly, explicit prejudice was positively associated with interpreting microaggressions. However, these findings did not replicate in Study 2. Additionally, higher levels of critical reflection were positively linked to a greater ability in attending and interpreting ethnic microaggressions. We discuss implications for teacher education on noticing ethnic microaggressions in schools.

To explore the lived experience of the early years of parenthood and the effect of Home-Start home visiting, in light of the impact from the polycrisis on parenthood and the critical early years. Four semi structured interviews were conducted with five parents (three mothers and one couple [mother and father]) who had accessed Home-Start Gloucestershire home visiting. The interviews were analyzed using Interpretative Phenomenological Analysis. There were four Group Experiential Themes, each with two subthemes, showing a transformative journey. Parents navigated contrasting realities and multifaceted layers of parenthood. Accepting help led to meaningful connections with Home-Start creating a butterfly effect for families. The early years of parenthood are complex and emotive. It is difficult yet important for parents to access support, helped by trusting relationships with early intervention services. This qualitative research informs early intervention services highlighting their criticalness on parent experience.

Mentors Offering Maternal Support (M-O-M-S™) is an intervention to reduce prenatal anxiety among vulnerable women. The aim of this study was to determine its applicability to support pregnant women living in Louisiana's rural Bayou Region after Hurricane Ida. Post-disaster interviews with 22 perinatal/community care providers and 20 pregnant/postpartum women were evaluated using qualitative analysis. Maternal health caregivers described the mental health needs of women using specific themes: (1) Caring for women vulnerable before the disaster, (2) Disaster affects everybody's mental health, (3) Modifying care-being proactive, and (4) Absolute need of the M-O-M-S™ Intervention. Mental health needs expressed by women corresponded to the following themes: (1) Surviving disruptions in motherhood, (2) needing emotional support, (3) finding a way to persevere, (4) M-O-M-S™: Someone to go through this with me. The implementation of science-guided data collection established the foundation for designing a project focused on enhancing maternal mental health post-disaster.

Firearm violence is pervasive for Black early adolescents in disinvested urban communities. The current study used a subsample of a longitudinal school-based dataset (N = 479, ages 10-17, 100% Black), which included middle school students from three urban communities who completed surveys at two time points (Fall, Spring). Cross-lagged panel models were run to specify the directionality of relations between five firearm exposure items and four peer factors; multiple group models tested differences in paths by sex and by grade. Results indicated that community firearm violence exposure was associated with higher adolescent-reported peer delinquency and peer support for aggression; peer support for nonviolence with less exposure over time. Significant cross-lagged paths were identified for females and older adolescents, but less so for males and younger adolescents. Results may inform community-relevant firearm violence prevention, intervention efforts for middle-school adolescents living in disinvested communities with elevated community violence prevalence.

Ethnic and national identities can be meaningful social identities promoting students' well-being and academic engagement. Unclear is whether and how each identity contributes to ethnic-culturally minoritized versus majoritized adolescents' global identity coherence. Using longitudinal data collected in three cohorts during 2018-2022, we conducted multigroup mediation analyses, testing whether a school-based identity intervention promoted ethnic and national identities (exploration, resolution) 1 week post-intervention (T2), which in turn, promoted identity coherence (more synthesis, less confusion) 8 weeks postintervention (T3). The results showed that the intervention promoted ethnic identity exploration for both groups and ethnic identity resolution for majoritized adolescents. For both groups, ethnic identity resolution predicted less identity confusion. Only for majoritized adolescents, the intervention promoted ethnic identity resolution, which in turn promoted less identity confusion and more synthesis, perhaps due to ceiling effects of minoritized adolescents' ethnic identity resolution. Findings emphasize the role of students' ethnic identity for global identity coherence as a potential resource for their development. The role of national identity on global identity coherence is less clear.

Health and social services nonprofit workers face important occupational challenges that were exacerbated by the COVID-19 pandemic and that may have impacted their psychological health during that time. In Quebec, Canada, many of these workers are employed in community-based organizations providing essential services to vulnerable populations. This longitudinal study examined the temporal evolution of well-being and burnout, as well as their associated predictors, among health and social services community workers across three time points: November 2019 to January 2020 (Time 1), June to September 2020 (Time 2), and January to March 2021 (Time 3). Findings revealed significant decreases in well-being and increases in burnout over time. Reduced opportunities to use one's strengths at work was associated with declining well-being, while increased overcommitment was associated with rising burnout. Contrary to expectations, perceived workload and dissatisfaction with pay decreased during the pandemic. Similarly, higher baseline resources and demands were unexpectedly associated with a greater decline in well-being and increase in burnout. This is one of the few studies to have longitudinally examined the well-being and burnout of health and social services community workers. The results show that, among these workers in Quebec, in a crisis situation such as COVID-19, well-being decreases while exhaustion increases. Strengths used at work and overcommitment seem to be important variables to consider in explaining these results, and such insights can be used for developing targeted interventions to support the psychological health of these essential workers.

This study aimed to explore the experiences of Muslim mental health service users and providers in Ontario, Canada. With a focus on understanding mental health service barriers and facilitators, the research also sought to identify service user and provider recommendations and highlight the capacity for addressing gaps within service utilization and delivery by adopting religious tailoring with the Muslim community. This was carried out through a CBPAR approach to conduct diverse focus groups with Muslim service users and service providers across Ontario, Canada. The results indicate mistrust towards Eurocentric models, cultural stigma, and insufficient provision of religiously and culturally congruent care significantly hinder engagement. Nevertheless, religious tailoring-incorporating elements such as Imams, faith-based counseling, and community-based interventions-emerges as an effective strategy to overcome these challenges. The study powerfully emphasizes the success of integrating mental health services within mosques and Muslim-led organizations, equipping Imams with skills in psychospiritual counseling, and weaving Islamic coping mechanisms into therapeutic practices. The study concludes with 11 practical recommendations based upon service user and provider suggestions that can empower policymakers, practitioners, and Muslim communities to enhance mental health accessibility and encourage meaningful engagement.

This study synthesised evidence on community-based interventions targeting the mental health and wellbeing of children and young people in rural and remote locations. Scoping review methodology was employed. Searches of six databases were conducted. Titles and abstracts (N = 6457) were screened against inclusion and exclusion criteria, followed by full text screening (N = 61). Twelve publications reporting 10 unique interventions were identified. Interventions varied in design and delivery, with the majority targeting adolescents and focusing on either prevention (e.g., suicide) or improvement of mental health or wellbeing. Themes identified in the synthesis of intervention outcomes included mood and self-esteem, resilience and coping, and belonging and social connectedness. Barriers and facilitators to intervention implementation were also identified. Initial evidence suggests positive impacts on youth mental health, wellbeing, and community relationships. However, further research into rural community-based interventions is needed.

This study used a qualitative research design to investigate the key components, infrastructure, processes, and facilitators involved in the implementation of Pathways Home Early Childhood, a housing support pilot program implemented within a Head Start grantee for families facing homelessness, as well as how participating parents experienced the program. We held parent interviews, a staff focus group, and stakeholder interviews with a total of 22 informants, followed by thematic analysis and a member-checking group. Findings include salient guidance for similar efforts to screen for homelessness and provide support and navigation to families. Themes included positive and negative experiences of families in obtaining housing; infrastructure needed to develop and sustain a housing program within Head Start; critical factors for successful implementation; and economic and psychological benefits for enrolled families. These findings are consistent with limited prior research on housing voucher programs for families with children and point to opportunities for program refinement and future evaluation efforts.

The purpose of this study was to examine how loneliness relates to community size, participation and attitudes. We conducted two studies using three large-scale Canadian datasets (total N = 20,071). Community size was determined by census postal code areas, and loneliness, community participation and attitudes were evaluated by self-report ratings. In each cross-sectional study, we use correlations, multiple regression and one-way ANOVA analyses to evaluate the relationship of loneliness to urban-rural communities, group participation and ratings of connection and belongingness. In both studies, lower loneliness was predicted by higher feelings of connection in one's community. People who participated in groups were also less lonely, but the relationship was weak. Only Study 2 results showed a pattern of relationship between loneliness and urban/rural categories; participants living in urban communities identified higher loneliness. Attitudes about community connection are important predictors of loneliness where more physical variables of participation and size have a much smaller relationship. Measurement limitations and community characteristics are discussed.

Over the last decade, a range of research has demonstrated the detrimental impacts of policies criminalizing migration ("crimmigration") on Latinx mental health. In this study, we seek to examine youth perspectives on how crimmigration policies affect Latinx adolescents' connections to Latinx identity, culture, and communities and the implications for Latinx youth mental health. We explored how immigration enforcement policies affect Latinx youths' mental health using photovoice with ten youth in a high-deportation county in Atlanta in 2022. We held eight photo-elicited sessions using SHOWED/VENCER, a bilingual guide to elicit critical dialogue. Sessions were transcribed and coded for analysis, which included describing, comparing, and categorizing coded data into themes. We identified two parallel processes to describe how crimmigration policies affect Latinx youth cultural and community connections: (1) exclusionary spaces exert pressure to assimilate and bring emotional costs, (2) inclusive spaces for Latinx youth strengthen their cultural identity and connection to Latinx culture and community, promoting resilience and resistance. In their own words, youth described assimilation as a pressure that isolated them from their communities and included the adoption of a worldview that Latinx people have to prove they are worthy of citizenship and its benefits and explained how this was influenced by crimmigration policies. Furthermore, youth found resisting assimilation by preserving their culture was an important way of strengthening resilience against ongoing oppression. These important findings should shape future research and intervention in Latinx youth mental health by addressing crimmigration policies and promoting cultural assets for Latinx youth.

To understand UK Sikh community's perceptions of mental health shame, their attitudes towards mental health causes, treatments and help-seeking and the characteristics associated with these perceptions. An anonymous, online survey collected views from 1001 Sikh respondents on the causes and treatments for mental health (MH) difficulties and perceived barriers to help-seeking. The Attitudes to Mental Health Problems (ATMHP) questionnaire also measured respondents' perceptions of external, internal and reflected mental health-related shame. Respondents mostly endorsed biopsychosocial causes of MH difficulties and most viewed psychology/psychiatry/counselling, social and spiritual support as the main treatments. Shame, stigma and nonacceptance were seen as barriers to seeking help. Compared to previous UK surveys using the ATMHP, our Sikh respondents scored more strongly on most dimensions of MH shame compared to the general population or to students; they tended to score similarly or higher on MH shame compared to a previous ATMHP survey of UK South Asians. Internal shame was higher in single, younger people. Those inclined to help others perceived more negative MH attitudes within their community. Higher internal shame, higher perceived external family shame, and higher perceived negative community attitudes to MH were found in those who had had previous MH problems themselves. Within this generally young sample, perceptions of MH shame within communities/families were quite high, as was internalised shame. Such attitudes pose a significant barrier to MH help-seeking. These findings highlight the need for culturally sensitive MH services for the UK Sikh population.

We investigated student-expected differences in teachers' interpersonal behavior toward fictitious classmates with different migration and socioeconomic backgrounds, with teacher beliefs as potential moderators. Sixty-eight teachers (M = 41.55, 70.6% female), and 1186 students in Grades 4-6 (M = 10.17, 47.8% girls) participated. A conjoint experiment systematically investigated the relative effects of classmates' migration background and socioeconomic characteristics (parental income, education, and the child's favorite hobby) on students' expectations of teachers' nice and angry behavior toward those classmates. Bayesian posterior distributions of Marginal Means were calculated for each child characteristic. Students expected teachers to behave more positively toward children with poor (vs. rich) parents, high-educated (vs. low-educated) parents, and with reading (vs. playing games) as favorite hobby. A child's migration background and teachers' beliefs about multiculturalism and meritocracy were not linked to student-expected interpersonal behaviors. According to students, teachers mainly differentiate in their interpersonal behavior based on the socioeconomic characteristics of children.