Increasing evidence suggests that there are several social determinants of educational outcomes and half of all mental health conditions are established before the age of fourteen. Identifiers of these social events present as poor school attendance, disruptive and aggressive behaviour and poor transition to secondary school and are frequently seen in children and young people at risk of exclusion. This may also result in unfocused, disruptive, controlling, withdrawn, and destructive behaviour within a school setting. In addition there are iatrogenic factors affecting school attainment, where a lack of training and collaboration may prevent a deeper understanding of the problem. Stressful events occur in the lives of children aged 0-18 years old involving neglect or abuse. Indeed, neglect can be physical, emotional or sexual and neglect can be physical or emotional. Household dysfunction is an important social determinant and can be caused by mental illness, a relative in prison, domestic violence, divorce and substance abuse (alcohol and drug) in the family, often unrecognised for a significant length of time. Other factors affecting childhood academic achievement are poverty and children’s caring responsibilities as well as parental separation. Adverse child experience (ACE) provides links between adversity, learning and behaviour and supports the concept that schools can have a significant role in providing an inclusive environment for such children experiencing stressful events occurring between the ages of 0-18 years old. New learning paradigms for professionals to explore new ways to combine expertise, delivering IPL programmes where child safety and quality of care can be improved. Collaborative activities with IPL should be considered as important in childcare training, ACEs can be identified and strategies put in place to address these. Building teams in this interprofessional way requires an understanding of team dynamics and leadership values. Five elements have been identified to support this; participation, training in group skills, networking, information sharing and lastly critical reflection. Aims • Improve the social context so that children are better able to learn in school. • Improve the communication and collaboration between professionals involved in safeguarding for school age children. • Promote improved trust relationships, particularly in the classroom and potentially reversing the effects of toxic stress in a child’s life • Training programmes to promote the understanding of the science of toxic stress • Strategies to address this are proposed. • Explore interprofessional strategies to improve learning environment for children experiencing toxic stress with implications for practice. • Innovate interprofessional collaboration experiences Objectives • Familiarizing the employees with the job descriptions of employees in other agencies/organizations • Discussing what inter-professional collaboration means to each individual employee and to different professions. • The training will discuss what the perquisites of inter-professional collaboration are and how it could be promoted. • Disseminate experience and outcomes using press, blogs, local TV and radio stations • Sharing information gathered government officials, educational authorities, professional training establishments • Enabling professionals to meet trauma with understanding not discipline Action Intervention • International participation, transnational learning, teaching and training o Training in group skills o Transnational learning o Networking o Information sharing o Critical reflection • Equipping professionals with toolkit to address ACE • Action research (develop questionnaires and open-ended questions to guide the key interviews, prompting reflection and conversation. • Evaluation of impact • Development of electronic learning using analogues and cases studies Intellectual outputs • Pilot course for interprofessional learning in collaboration • Handbook of strategies and procedures • Teaching resources • Electronic learning in decision making using virtual case studies • Presentations on results • Webinars on interprofessional learning and collaboration • In-service training

It is critically important to provide social science insights to support the transition to a sustainable and biodiverse environment and a net zero society. We are in a biodiversity crisis, with profound implications for humanity and nonhuman nature. Severe cuts in greenhouse gas emissions are urgently needed to restrict global temperature increases. This multi-faceted crisis, alongside disruptions such as COVID-19, demands the skills, insights and leadership of social scientists in relation to research, policy-making and action. However, environmental solutions are often framed as technological or ecological fixes, underestimating social dimensions of policy and practice interventions. Social science research is rarely agile and responsive to societal needs in very short time frames, and there is an urgent need for stronger community organisation and coordination. We need to increase the accessibility, agility and use of social science, as well as to further develop the skills necessary to contribute to interdisciplinary research, enabling the co-production of knowledge and action. Advancing Capacity for Climate and Environment Social Science (ACCESS) is a team of world-leading social science and interdisciplinary experts led by the Universities of Exeter and Surrey with the Universities of Bath, Leeds & Sussex and the Natural Environment Social Research Network (Natural Resources Wales, NatureScot, Natural England, Environment Agency and Forest Research). The ACCESS core team is complemented by a wider network of expertise drawn from academic and stakeholder partners across UK devolved nations and internationally: Strathclyde University, Queens University Belfast, Cardiff University, Tyndall Centre for Climate Change Research, Manchester University, Plymouth Marine Laboratory, University of Sydney and stakeholder partners including the Welsh Government, Scottish and Southern Energy, the Chartered Institute of Water and Environmental Management, National Trust, Academy for Social Sciences, Community Energy England, Winchester Science Centre and Devon and Surrey County Councils. ACCESS is structured around three cross-cutting themes (Co-production; Equality, Diversity and Inclusion; Sustainability and Net Zero) that underpin four work packages: 1. Map, assess and learn from the past experiences of social scientists in climate and environment training, research, policy and practice; to develop and test new resources to impact interdisciplinary education, research and knowledge mobilisation, catalysing change in policy culture, institutions, businesses and civil society (Work Package (WP)1); 2. Empower environmental social scientists at different learning and career stages by providing training and capacity building, including masterclasses, placements, mentoring and collegiate networks to enhance leadership and knowledge exchange skills (WP2); 3. Innovate by creating new ideas and testing new approaches; scope future transformative social science and enable rapid and timely deployment of social science capacity in response to key events or emergencies (WP3); 4. Champion and coordinate environmental social scientists across the UK and internationally by providing an accessible knowledge/data hub and innovative public engagement tracker; building new networks, enabling coordination and collaboration; supporting policy and decision-making (WP4). ACCESS' depth and breadth of expertise coupled with the range of innovative resources produced will deliver transformational leadership and coordination of environmental social science. ACCESS will become the key trusted source of environmental social science for UK governmental and non-governmental agencies, business and civil society. In so doing, ACCESS will ensure that social science insights become more visible, valued and used by non-social science academics and stakeholders, supporting the transition to a sustainable and biodiverse environment and a low carbon society.

On face value, community seems like a simple word: one that we all understand. But, if we start to ask questions about how we or others might think about their own communities, or the idea of community in a wider sense, we begin to realise that it is far from straight forward. Instead, it can stand for a complex range of social, political, religious and economic networks of people, places and concerns. How we think about it is shaped by our own life experience. The project concerns two different communities who are working together to create a new community. The research team will be collaborating with Devon County Council's Children in Care Scheme [DCCCCS], and the young people they work with, to better understand a crucial moment in these young peoples lives: the time when they leave care to live as independent adults. Young people who are in care have been ejected by their communities. They have left their birth families and, through the process of being fostered, are often removed from the immediate community they grew up in. This leads to changes in schools, the ending of friendship groups and links with birth family members. These transitions are problematic, and tend to be a chaotic period of time. When these same young people then leave foster care to live independently this rite of passage is particularly challenging. Their disrupted and often traumatic early lives mean they are operating from an insecure emotional base, and struggle to build positive and safe relationships in new communities. Moreover, for most of these children, leaving care is a very final event with no option to return 'home' if they face challenging situations. In response, their tendency is to seek out others who share their life experience. This often results in communities who share powerful and potentially overwhelming emotional needs, and who can find themselves unable to give or receive what is needed. These new communities can often be unstable and become a place of conflict. During this time, in addition to issues caused by a lack of independent living skills, research has shown care leavers commonly experience three difficulties in securing their independence: isolation from former communities, accommodation breakdown due to problem behaviour and wider problems around mental/emotional health which impacts on their ability to cope with independent living. In this situation the young people's notion of community, and how they find a new community to move into is tested, often to the point of collapse. This case study will work with both groups to better understand the processes at work and facilitate a proactive evaluation of that is taking place. It will then become the spine of a review which seeks to enable the academy and policy makers to gain a clearer understanding of how vulnerable, young people think about community and how this shapes how they see themselves. This project will have four phases to examine what is happening during this transition to independence. (1) It will interview both the young people and DCCCCS team members about their understanding of community and contextualise this by critiquing contextualising documentation used by policy makers (a process that will be repeated in the second, third and fourth phases). (2) It will use this data to facilitate a series of workshops and seminars facilitated by Exstream Theatre Company (specialists working with 'at risk' youth) tailored to meet the differing needs of (i) the young people and (ii) the DCCCCS team. These will lead to (i) a performance and (ii) a report tailored towards service providers about the idea of community. (3) A two-day seminar will brings the two groups together: the young people will perform their work, the DCCCCS team will present on their paper and collectively we will reflect on our experience, evaluate the process and plan for future collaborations. (4) We will reflect upon and share our findings via the review and papers.

We know that health disparities vary by geography, that community assets have been proposed as one way to approach health inequalities, and distribution of these assets varies by place. It is also not well understood how formal public organisations can best link with community assets for health, which is particularly important as new organisations form in England. Our proposal brings together academics, three public health teams, primary care networks, Voluntary, Community and Social Enterprise (VCSE), residents and other stakeholders to better understand how we identify, value and support community assets in delivering health and social care in Devon Integrated Care System (ICS), we propose an integrated model of developing community-based approaches to mapping/data linkage and understanding the needs of that locality. We aim to build a research-in-practice consortium with the capability to carry out research to identify and map diverse community assets, understand the conditions which created these assets and develop approaches to more fully integrate such groups and activities into Devon ICS to address health disparities. We will work with three distinct localities, each made of a cluster of Primary Care Networks within Devon ICS. These areas have significant deprivation and represent distinct coastal typologies: Central Plymouth; Paignton; and South Brent. Whilst diverse and multi-method approaches will be employed, our proposal adopts a realist informed approach and we will develop an overarching programme theory for how community assets can contribute to addressing health disparities. We propose three workstreams (WSs). WS1 will build the collaboration, and undertake activities to build trusting relationships, embed researchers within localities and organisations and prepare the ground for work to be undertaken in later stages. Work in WS2 will explore novel ways of mapping groups, people and places where community assets are developed and sustained. We will test methodologies for the identification of population subgroups who would benefit from preventive interventions. WS3 will bring together the insights and intelligence gathered in WS1 and WS2, as well as the literature, and seek to develop theoretical models of both 'currently feasible' (based on current technology and modest investment) as well as 'future oriented' (10 years on) asset hubs. We will examine innovative ways of assessing the value of such assets, their support and mechanisms of linkage. Overall, these activities will create a learning partnership (consortium) between residents, community partners, VCSE, ICS practitioners and researchers, in three localities, which can identify local community assets; develop and evaluate innovative ways of bringing together community health and social care in each locality; and contribute to the evidence base as to how inequalities can be mitigated or addressed. We will work closely with a steering group of local VCSE and ICS leaders and agree how the consortium will both be part of local asset hubs and link to ICS wide commissioning, public health and intelligence functions.

Marine and transitional ecosystems provide fundamental climate regulation, food provisioning and cultural services. FutureMARES provides socially and economically viable nature-based solutions (NBS) and Nature-inclusive Harvesting (NIH) for climate change (CC) adaptation and mitigation to safeguard these ecosystems’ natural capital, biodiversity and services. The program advances understanding of the links between species and community traits, ecological functions and ecosystem services as impacted by CC by analysing the best available data from monitoring programs and conducting targeted experiments and beyond state-of-the-art modelling. Ensemble physical-biogeochemical projections will identify CC hotspots and refugia. Shifts in the distribution and productivity of keystone, structural and endangered species and the consequences for biodiversity will be projected within different CC-NBS/NIH scenarios to reveal potential ecological benefits, feedbacks and trade-offs. Novel, social-ecological vulnerability assessments will rank the severity of CC impacts on various ecosystem services and dependent human communities. Complementary analyses at real-world demonstration sites will inform managers and policy-makers on the economic costs and tradeoffs of NBS/NIH. These physical, ecological, social and economic analyses will be integrated to develop two climate-ready NBS and one NIH: i) restoration of habitat-forming species acting as ‘climate rescuers’ buffering coastal habitats from negative CC effects, improving seawater quality, and sequestering carbon, ii) conservation actions explicitly considering the range of impacts of CC and other hazards on habitat suitability for biota to preserve the integrity of food webs (e.g. marine protected areas) and protect endangered species (e.g. charismatic megafauna), and iii) Nature-inclusive Harvesting (NIH) (capture and culture) of seafood. FutureMARES is co-developed with policy-makers and managers to ensure impactful and transformative cost-effective actions.