Climate justice and health education can address the disproportionate health impacts of climate change on minoritized communities by providing frameworks to build awareness and instigate action on climate-related health inequities.

This article provides a discussion of the history and the contemporary issues pertaining to Historically Black Colleges and Universities (HBCUs) in the United States.

This chapter details how global educational philanthropy contributes to worsening rather than ameliorating dire public problems.

The essay reviews important trends and issues in the scholarship on NGOs and discusses transformations in the NGO sector that need further research and analysis.

This paper focuses on raising awareness of disability among Saudi university graduates.

This article ties to SDG 3 & 4. The present study adapted and assessed the efficacy of a brief psychological group intervention, the STAR program: Strengths, Transitions, Adjustments and Resilience for university students who are Internally Displaced Persons (IDPs).The present study adapted and assessed the efficacy of a brief psychological group intervention, the STAR program: Strengths, Transitions, Adjustments and Resilience for university students who are Internally Displaced Persons (IDPs).

This article ties to SDG 3 & 4. This study tests whether intolerance of uncertainty changes with participation in improvisational theater class, and whether that change can explain changes in social anxiety.

Negative attitudes toward mental illness and treatment are attributed to a lack of or inaccurate mental health knowledge.

The impact of a military conflict on the mental health of affected communities is profound. Elsevier would like to offer a curated list of publicly available journal articles in order to support primary care providers, psychologists, social workers, teachers, carers, and any community members working with affected groups, in mental health support and treatment in connection to war, trauma and migration.

Research indicates that tourists continue to have difficulty assessing animals' welfare at wildlife tourism attractions, and so there is an immediate need for more education on such impacts. The purpose of this paper is to fill this education knowledge gap by introducing an environmental literacy framework, i.e., “what an environmentally literate person should know and be able to do,” in progressing from animal welfare illiteracy in tourism to literacy.