Qais Al-Meqdad

Governments and organizations increasingly endorse the importance of mental health in all forms of policy, though emphasis in measurement still remains on indicators such as GDP, depression, and other common disorders. In this study of 92 countries ( n = 53,799), we assess the mental health of individuals around the world alongside measures of financial and social well-being. Findings include a trend of languishing mental health across many groups, particularly among younger adults and within higher-income countries. While positive trends are observed for education and income, a number of concerning trends also emerge, particularly the poor results for young adults and generally moderate results for employed individuals. In sum, we find an alarming but perhaps unsurprisingly low level of positive mental health in a substantial number of countries, but also identify specific economic, social, and other indicators that policymakers could target in improving the well-being of the populations they serve.

Purpose: This study aims to examine the perceptions and evaluations of persons with disabilities (PWDs) employed in Qatari public sector organisations regarding workplace facilitation practices, reasonable accommodations and job-related arrangements. Design/methodology/approach: Using a quantitative design, a structured questionnaire was administered to 67 PWDs in the Qatari public sector using convenience sampling, followed by descriptive and inferential statistical analyses to evaluate workplace accommodations and job arrangements. Findings: The results indicate that workplace accommodations, accessibility provisions and professional and job arrangements were generally evaluated positively by the participants. Although accessibility measures, such as restrooms and parking, are relatively adequate, notable deficiencies persist in areas including emergency preparedness, assistive technology and vocational counselling. While peer and managerial support received comparatively positive evaluations, leadership opportunities remain limited, with most disabled employees occupying non-managerial roles. Furthermore, demographic analysis revealed that participants’ perceptions differed significantly according to years of experience with accommodations and job arrangements, whereas other factors, such as age, disability type and job title, demonstrated no substantial effect. Practical implications: The study underscores the need for more inclusive workplace policies in Qatar, particularly regarding emergency readiness, assistive technology adoption and the inclusion of PWDs in leadership roles. Strengthening institutional support and promoting inclusive, merit-based recruitment and career development can enhance long-term empowerment and equity in Qatar’s public sector. Originality/value: This study is among the first empirical examinations of the workplace experiences of PWDs in the Arab world and Qatar’s public sector. By addressing a key gap in the literature, it offers context-specific insights to inform policymakers, HR practitioners and disability advocacy organisations in the region.

Applied Behavior Analysis (ABA) is recognized as one of the most evidence-based interventions for students with autism spectrum disorder (ASD), although its effectiveness relies on consistent classroom implementation by teachers. This study investigated the extent to which teachers of students with ASD in Qatar implement ABA techniques and whether implementation levels vary by gender, educational level, school type, years of experience, and teaching stage. A descriptive–analytical design was utilized on a sample of 155 teachers from government and private schools. Data were collected using the Applied Behavior Analysis Implementation Scale for Teachers of Students with ASD in Qatar (ABAIS-Qatar), a 26-item instrument developed and validated for this study across five dimensions. Teachers reported a high overall level of ABA implementation (M = 4.10, SD = 0.48). The Behavior Identification and Goal Setting and Strategy Application and Intervention dimensions received the highest ratings, while the Motivation and Corrective Procedures dimensions were rated at a moderate level. A five-way MANOVA revealed significant multivariate differences across years of experience and teaching stage. Post hoc analyses indicated that teachers with more than 15 years of experience reported significantly higher implementation of motivational and corrective procedures than those with 6–10 years of experience and that primary-stage teachers demonstrated superior classroom behavior management compared to intermediate-stage teachers. The findings have implications for teacher professional development and ABA training in both inclusive and specialist educational settings in Qatar.

Objectives: The study investigated the relationship between grit, mindset, and academic achievement among students with disabilities and students without disabilities in the Jordanian universities. Methods: A comparative descriptive methodology was adopted; wherein (866) university students participated according to a convenient non-probability method and were tested against the grit and mindset scales during the academic year of (2020-2021). Results: The results showed that the level of grit among students with disabilities was higher than their peers without disabilities, while the level of mindset was high among both students with and without disabilities. The results revealed that the level of grit was not correlated with the level of academic achievement among all student participants, while the level of mindset was correlated with the level of academic achievement among students with disabilities; especially those with visual disability. It also revealed that the levels of mindset were higher among students of bachelor level and female students than those of higher degrees and male students, respectively. Conclusion: The study encourages the universities to enhance the grit and the growth mindset among all students, and faculty to avoid prejudice that students with disabilities might be unable of high achievement and excellence.