As part of a larger campaign to end diversity, equity, and inclusion, President Donald Trump’s recent Executive Order 14173 eliminated EO 11246 “Equal Employment Opportunity.” In this brief, we provided background on the often-misunderstood EO 11246 and discuss the potential implications of its reversal considering previous state legislation banning affirmative action and the current political context.

Recent executive orders (EOs) issued by the federal government, including EO 14148, EO 14151, EO 14168, and EO 14173, have significantly altered policies related to diversity, equity, inclusion, and accessibility (DEIA) in research and graduate training within industrial-organizational (I-O) psychology. These orders reverse longstanding federal commitments to DEIA initiatives, modifying research funding criteria, restructuring legal protections, and eliminating diversity-driven hiring mandates. This policy shift introduces substantial challenges for I-O psychology, particularly in securing funding for DEIA-related research, maintaining inclusive graduate training programs, and fostering diverse representation in academia and the workforce. To assess the impact of these policies, I examine the historical context of DEIA policies before these executive actions, outline key modifications introduced by the new EOs, and assess their potential implications for research, graduate education, and workforce development in I-O psychology. These policy changes may constrain academic freedom, reduce opportunities for underrepresented scholars, and disrupt progress in workplace diversity research, ultimately reshaping the field’s capacity to contribute to evidence-based DEIA initiatives.

Through a series of example research studies, we illustrate processes in translating case report forms to increase language diversity in study populations while simultaneously highlighting implications for data collection and analyses. The Northwestern University Data Analysis and Coordinating Center manages the translation of participant-facing study documents into languages other than English through a process that has been refined over several years, adjusting for changes in technical capabilities in electronic case report forms. This approach to manage, examine for context, and implement certified case report form translations offers an efficient workflow to streamline data capture in multiple languages.

The global nutrition community faces an urgent imperative to address inequities in food security while promoting inclusive approaches to nutrition science and practice. The Nutrition Society of Australia’s 2024 Annual Scientific Meeting on ‘Food for All: Promoting Equity, Diversity, and Inclusion in Nutrition’ addressed this critical challenge through a 4-day programme of cutting-edge, multi-disciplinary research. The conference brought timely focus to key issues, including food access, cultural food practices, nutrition service accessibility, and inclusive research and education approaches. The conference featured public presentations, workshops, oral and poster sessions, symposia, and early career researcher sessions, and emphasised incorporating diverse perspectives while highlighting collaborative approaches to promoting equitable food systems. Coordinated efforts among researchers, healthcare providers, community organisations, industry partners and policymakers remain essential to advance inclusive nutrition practices and ensure equitable access to nutritious food for all populations.

Most scientists are aware that developmental databases derive primarily from Western, middle-class samples, but fewer are cognizant that developmental theories can be similarly biased. There is urgency in revising developmental theories, both scientifically (embracing diversity is essential to the study of human psychology) and applied (it is damaging to apply WEIRD standards/methods/theories to evaluate development in the multitude of non-WEIRD contexts).

We evaluate the extent to which two prominent developmental theories are inclusive. We find that Shared Intentionality Theory is based on a WEIRD bias in the foundational databases: the core constructs lack culturally diverse data, undermining claims that this theory explains human-general social cognition. In Attachment Theory, we illuminate the lack of inclusivity in the core assumptions and resulting claims of the meaning and measure of the attachment system: this theory excludes cultural diversity in social-emotional constructs focused on communal orientations (e.g., interdependence, attachment networks) found in many people of the Global South, and neglects culture-specific adaptive behavior patterns.

Acknowledging the lack of inclusivity at the level of theory is necessary. We urge researchers to take a more WILD approach: obtain Worldwide samples, study development In situ, focus on Local cultural practices and ethnotheories, and consider development as Diverse. Being WILD entails attending to inclusivity during the entire research process, from framing the research questions to interpreting the data (e.g., respecting all adaptive behaviors in development). Five Steps for Increasing Inclusivity can be used as a practical guide to decenter psychological theories from their current WEIRD mindset.

People with disabilities face barriers to employment compared to people without disabilities, including the way in which employment opportunities are structured. The COVID-19 pandemic has opened up new ways of working (e.g. working from home), which have been trialled in a number of different locations, and these have the potential to widen employment opportunities for people with disabilities. It is therefore important to explore the extent to which job preferences differ between people with disabilities and people without disabilities, in particular for aspects such as teleworking. In total, 253 participants (62 male and 191 female) took part in a discrete choice experiment (DCE) that investigates participants’ preferences for various job aspects. These include discretionary medical leave, flexible scheduling, working from home, and the availability of part-time jobs. People with disabilities significantly prefer flexible scheduling and the availability of part-time jobs compared to people without disabilities. The results of a latent class analysis suggest it is older women with disabilities in particular, who most value increased flexible job design. An analysis of lexicographic preferences suggests that it is people who are most constrained by ‘traditional’ working conditions who benefit the most from increased flexibility, e.g. people who require teleworking or flexible scheduling. This suggests that wider adoption of these attributes by employers has the potential to go some way towards addressing the persistent disability employment gaps and related health inequalities observed in many countries around the world.

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.