Tethering Natural Capital and Cultural Capital for a More Sustainable Post-COVID-19 World.

The world faced stark challenges during the global pandemic caused by COVID-19. Large forces such as climate change, cultural ethnocentrism and racism, and increasing wealth inequality continue to ripple through communities harming community well-being. While the global pandemic caused by COVID-19 exacerbated these forces, lessons across the globe have been captured that inform the field of community well-being long-after the end of the pandemic. While many scholars have looked to political capital, financial capital, and social capital to tackle these challenges, natural capital and cultural capital have extreme relevance. However, scholarship tends to overlook the inextricable and important links between natural capital and cultural capital in community development and well-being work. These capital forms also inform contemporary understandings of sustainability and environmental justice, especially in the fields of community development and well-being. This perspective article showcases the deep connections between natural capital and social capital through literature review and community cases across the globe. Questions are posed for future research and practice tethering together cultural capital and natural capital when looking to bolster community well-being.

Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report.

The number of lifelong learning institutes serving older adults in the U.S. has increased in the last few decades. To date, these institutes have functioned primarily in traditional, in-person classroom, and seminar formats; however, technology-enhanced methods may help provide greater access to high-quality lifelong learning experiences. This research note reports the results of a cross-institutional survey of Osher Lifelong Learning Network participants. The survey participants' high levels of computer utilization and experience with modern distance education capabilities opens the possibility that Technology-Based Instruction (TBI) can augment or supplement in-person lifelong learning experiences. Specifically, TBI may be effective in expanding access for older adults who have mobility or other health limitations, as well as those who live far from the location of any such program. Example approaches are suggested for developing blended, hybrid in-person, and online lifelong learning environments, which may offer enriching intellectual engagement and meaningful socialization.

Barriers to Age-Friendly Universities (AFU): Lessons from Osher Lifelong Learning Institute demographics and perceptions.

The age-friendliness of universities and colleges is a growing area of research and practice. This study focuses on lifelong learning institutes at universities and colleges who provide courses and experiences for older adults but do not award academic or work-related credentials. The Osher Lifelong Learning Institute (OLLI) network in the U.S. is used as an exemplary case of institutes that aim to increase the age-friendliness of their supporting institutions, whilst also aiming for greater diversity among their learners. This study draws upon literature regarding OLLIs and Age-Friendly Universities (AFUs) and national demographic surveys of OLLI student members in 2014 and 2016 (n=  5,500). The study highlights the 2016 demographic characteristics of OLLI learners, notes changes since 2014, and makes comparisons to national trends. Furthermore, this study investigates the barriers to participation identified by older learners participating in OLLIs, considered in light of studies that have addressed such obstacles for underrepresented groups.

Economic costs of bias-based bullying.

Because many school districts receive funding based on student attendance, absenteeism results in a high cost for the public education system. This study shows the direct links between bias-based bullying, school absenteeism because of feeling unsafe at school, and loss of funds for school districts in California. Data from the 2011-2013 California Healthy Kids Survey and the California Department of Education were utilized. Results indicate that annually, California school districts lose an estimated $276 million of unallocated funds because of student absences resulting from feeling unsafe at school. Experiences of bias-based bullying were significantly associated with student absenteeism, and the combination of these experiences resulted in a loss of funds to school districts. For example, the absence of students who experienced bullying based on their race or ethnicity resulted in a projected loss of $78 million in unallocated funds. These data indicate that in addition to fostering student safety and well-being, schools have the societal obligation and economic responsibility to prevent bias-based bullying and related absenteeism. (PsycINFO Database Record