This research examines parents’ experiences of early speech and language assessments. It highlights emotional stress, inequities in access, and lack of diverse representation in existing research. By incorporating diverse parental perspectives, the study aims to inform resources, clinical practice, and policy to improve engagement and outcomes in speech therapy.

This study explores barriers faced by school social workers in urban high schools. It finds that systemic factors—particularly funding, policy, and structural constraints—rather than individual or institutional issues, limit service provision. The research highlights the need for systemic reform and improved data to support effective student services.

This research examines the gap between Kazakhstan’s language policy and practice. Despite efforts to promote Kazakh, Russian dominates key sectors, creating inequalities for Kazakh speakers. By analysing structural and historical factors, the work aims to inform more effective policies that balance national identity, linguistic inclusion, and equitable access to education and opportunity.

This research argues that Black teacher recruitment must start in kindergarten, not in adulthood. Because Black children rarely see Black teachers and often have negative school experiences, they decide early that teaching is “not for them.” Effective pipelines must center Black students’ voices and reshape school experiences, not rely on financial incentives.