Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada, context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies, while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide practical recommendations, such as pertinent curricular content and pedagogical recommendations for scholars, researchers, and policymakers for improving CSE for students with disabilities in schooling.

BACKGROUND The COVID-19 pandemic has required a rapid transformation in healthcare delivery, prompting a shift from traditional in-person services to digital platforms. OBJECTIVE This comprehensive review explores the transition of CHANGEpain Clinic, a community-based pain clinic, to online services. Examining the challenges, benefits, and implications for patient care and accessibility, the paper delves into the experiences of patients and providers. It highlights the role of digital health in improving accessibility, overcoming geographical barriers, and necessitating behavioural changes for effective online interactions. METHODS Key themes and insights from a qualitative analysis provide a nuanced understanding of digital transformation's impact on pain management services. RESULTS The transition to online services at the CHANGEpain Clinic was marked by a significant increase in virtual appointments, with some services witnessing up to a 300% surge. CONCLUSIONS This paper provides a nuanced understanding of the impact of digital transformation on pain management services to create an evidence-based discussion.

This review paper investigates the intricate relationship between sexuality and body dysmorphia, emphasizing its profound impact on mental health. Through a critical examination of existing literature, this study illuminates the complex psychological, societal, and cultural dynamics at play within this intersection. Special attention is given to the influence of media representations and societal beauty standards in shaping individual perceptions and experiences. Furthermore, the paper discusses various therapeutic interventions designed to address this interplay, underscoring the necessity for mental health practices that are both sensitive and adaptable to the nuances of these issues. Ultimately, this work enriches the discourse on body image and sexual health, offering critical insights for clinical interventions and highlighting areas for further research.

This study examines how Ontario’s Health and Physical Education curriculum addresses the needs of young adults with disabilities. A total of 54 individuals aged 18–35 years old with developmental, learning, or physical disabilities who had completed secondary school in Ontario participated in a cross-sectional mixed-methods survey. Participants were recruited through disability-focused community networks and a university psychology participant pool. They completed the Sex Education subscale of the Sexual Knowledge, Experience, Feelings and Needs Scale, a 35-item sexual knowledge questionnaire, and open-ended questions. Quantitative data were analyzed using descriptive statistics and independent samples t-tests; qualitative responses were examined using thematic analysis. Participants reported limited factual knowledge, minimal classroom representation, and heavy reliance on independent learning. Barriers included inaccessible materials, teacher discomfort, and the absence of disability narratives in sexuality units. Findings point to three priorities: revising curriculum content, expanding educator training, and creating disability-affirming resources. These measures will help ensure comprehensive and rights-based sexuality education that supports the autonomy and well-being of students with disabilities.

The COVID-19 pandemic has necessitated a rapid transformation in healthcare delivery, prompting a shift from traditional in-person services to digital platforms. This comprehensive review explores the transition of the clinic, a community-based pain clinic, to online services, examining the challenges, benefits, and implications for patient care and accessibility. This paper delves into the experiences of patients and providers, highlighting the role of digital health in improving accessibility and overcoming geographical barriers. The paper also addresses the behavioural changes required for effective online interactions and the importance of setting clear expectations to support virtual modalities for pain care. Through a qualitative analysis, key themes and insights are identified, providing a nuanced understanding of the impact of digital transformation on pain management services to create an evidence-based discussion.

Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide recommendations that are relevant for scholars, researchers, and policymakers in various international contexts for improving CSE for students with disabilities in schooling.