Countries globally are working towards the Sustainable Development Goals 2030. Goal 4 affirms all students’ right to a quality inclusive education. Yet achieving quality inclusive education continues to challenge education providers without reference to economic riches or location on the globe. This exploratory study examines the professional views of 20 teachers about the state of inclusive education in Pakistan with specific reference to learners with cerebral palsy. Using focus groups interviews, we systematically examined the data and identified two key themes: learning together for all and learning environment. In exploring these themes, tensions appeared between what was posed theoretically as inclusive education and the reality of implementation. Some of these tensions result from contextual factors, while others emerge through viewing inclusive education involving a transformation of culture and practice.

National innovation systems (NISs) have been important in the literature since the 1990s for highlighting the institutional performance of economies and promoting economic development. Inclusion in systemic innovation activities is an emerging area of research. However, the definition of inclusion within innovative activities remains unclear and is associated with numerous forms and characteristics depending on the context visited. Our work highlights the conceptual gap that exists around the notion of inclusive innovation by characterising three forms of inclusion in relation to innovation activities. We thus set out, in the form of a typology, three distinct framings which enable us to identify three different levels associated with specific institutional mechanisms and forms of inclusion. This typology makes it possible to identify appropriate innovation policies, depending on how inclusive innovation is characterised (low, medium, and high). It also helps to clarify the inclusive nature of innovation in NIS approaches.

Sense of belonging is a complex construct that we all strive for in our daily lives. Sense of school belonging influences educational outcomes and is vital for cognitive, behavioural, and socio-emotional success at school. Sense of belonging for students with disability in special schools has rarely been examined and is not well understood. In this study, we investigated the role special school leaders, teachers, and teacher aides play in building a sense of belonging for themselves and their students. Two hundred and sixty-two participants from 10 state special schools within a regional area of Queensland, Australia, completed a survey to determine their perceptions of how special school staff promoted school belonging as well as their knowledge of policy documents. Responses consistently indicated a positive sense of school belonging across all schools. Findings highlight what school leaders, teachers, and teacher aides do in their everyday practices to promote a strong sense of belonging at their special schools, including building positive trusting relationships with all stakeholders, learning environments that valued diversity and difference, inclusive practices that met the social and academic needs of students, and schools’ organisational practices.

In a time of unprecedented displacement, hostility toward refugees is widespread. Two common strategies refugee advocates pursue to counter hostility and promote inclusion are perspective-getting exercises and providing information that corrects misperceptions. In this study, we evaluate whether these strategies are effective across four outcomes commonly used to measure outgroup inclusion: warmth toward refugees, policy preferences, behavior, and beliefs about a common misperception concerning refugees. Using three studies with nearly 15,000 Americans, we find that information and perspective-getting affect different outcomes. We show that combining both interventions produces an additive effect on all outcomes, that neither strategy enhances the other, but that bundling the strategies may prevent backfire effects. Our results underscore the promise and limits of both strategies for promoting inclusion.

Participant representation, including the Good Participatory Practice guidelines, in the design and execution of clinical research can profoundly affect research structure and process. Early in the COVID-19 pandemic, an online registry called the Healthcare Worker Exposure Response and Outcomes (HERO) Registry, was launched to capture the experiences of healthcare workers (HCWs) on the pandemic frontlines. It evolved into a program that distributed COVID-19-related information and connected participants with COVID-19-related research opportunities. Furthermore, a subcommittee of HCWs was created to inform the COVID-19-related clinical research, engagement, and communication efforts. This paper, coauthored by the HERO HCW subcommittee, describes how it was formed, the impact of community participation on the HERO Registry and Research Program, reflections on lessons learned, and implications for future research. Engagement of the HCW Subcommittee resulted in representing their lived experience and ensured that their perspectives as HCWs were incorporated into the HERO Research. The strategies not only supported recruitment and retention efforts but also influenced the HERO research team in framing research questions and data collection pertinent to the participant community. This experience demonstrated the importance of having participants’ input as expert advisors to an investigative team in their research efforts during a global health emergency.

Past experiences of mental healthcare which have been perceived as harmful can present significant barriers to accessing treatment again. This article draws upon research and lived experience to consider the ways in which conceptualisations of ‘trauma-informed care’ may better incorporate the role of iatrogenic harm, thus providing more acceptable and equitable treatment for those who have previously found treatment to be harmful. A more restorative approach is offered, founded in shared responsibility and compassionate relationships, to help minimise harms and create a more healing system for patients and clinicians alike.