By: Etienne Gatera Alexis Muhirwa Sylvère Mugemanyi a Socio-economic Geography and Spatial Management， Uniwersytet Komisji Edukacji Narodowej w Krakowie: UKEN， Krakow， Polandb Deputy Principal in charge of Academics and Training， Integrated Polytechnic Regional College – IPRC Tumba， Kigali， Rwandac Electrical and Electronics Engineering Department， Integrated Polytechnic Regional College – IPRC Tumba， Kigali， RwandaEtienne Gatera， Ph.D. Candidate， Ph.D. Candidate at Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie (UKEN)， Field of socioeconomic geography ＆ spatial management. Holds an MA in Economics (International business). Research interests: economic development indicators (labour， health， and education)， Second Demographic Transition (SDT) for the Sub-Saharan Africa (SSA)， and geographical spatial autocorrelation fertility in Rwanda. Email: etienne.gatera@doktorant.up.krakow.pl， ndutiega2099@gmail.comDr. Sylvere Mugemanyi， received the B.S. degree

By: Lu Wang Yaxian Lei Qiao Zhou Yonggang Wei 1 Chongqing Early Childhood Education Quality Monitoring and Evaluation Research Center， Chongqing Normal University， Chongqing， People’s Republic of China2 Faculty of Education， Beijing Normal University， Beijing， People’s Republic of ChinaLu Wang is a research assistant on projects of the Chongqing Early Childhood Education Quality Monitoring and Evaluation Research Center. His main research interests are family relations， preschool inclusive education and teachers' professional development.Yaxian Lei is currently a doctoral candidate at Beijing Normal University， specialising in research on early childhood education policy.Qiao Zhou， PhD， is an associate professor in the Department of Special Education at Chongqing Normal University. She is mainly engaged in teaching and research work related to child development and educational psychology. She has accumulated rich professional theoretical and practical experience in the research fields of

By: Cathrine L. Berntsen Lene Vestad Janne Støen Øystein L. Johannessen Hildegunn Fandrem a Faculty of Arts and Education， Norwegian Centre for Learning Environment and Behavioral Research in Education， University of Stavanger， Stavanger， Norwayb VID Specialized University， Stavanger， NorwayCathrine L. Berntsen is educated teacher and have a master's degree in special education. Her research interest includes adolescents' mental health， inclusion， acculturation and the role of school in inclusive work.Lene Vestad is an associate professor at the Centre for Learning Environment and Behavioral Research in Education， University of Stavanger， Norway. Her research interests include adolescence and mental health， inclusion and acculturation. motivational psychology， social and emotional competences， classroom relationships， and school-based interventions.Janne Støen is an associate professor in education at Norwegian Centre for Learning Environment and Behavioural Research in Education

By: Christina Cooper Monique Lhussier Department of Social Work， Education， and Community Wellbeing， Northumbria University， Newcastle upon Tyne， UKChristina Cooper is an assistant professor in community well-being at Northumbria University. Her interests lie in marginalisation with specialisation in homelessness and education using intersectional understandings of health， inequality and social justice， and place-based action driven by participatory approaches.Monique Lhussier is a professor in public health and well-being at Northumbria University and director of the Centre for Health and Social Equity. she is driven by understanding both the experiences of marginalisation and the processes and structures that enable it， so they can be challenged.

By: Peter Clyde Martin Graduate Programs in Education， Ithaca College， Ithaca， NY， USAPeter Clyde Martin is associate professor of Education at Ithaca College. He is a former teacher and school administrator， with primary interests in special education， bilingual education， issues of diversity and inclusion in schools， and social emotional learning as a critical aspect of teacher education and ongoing professional development.