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Schools increasingly acknowledge their role in aiding refugee youth integration and inclusivity. Yet, schools often lack readiness in addressing diverse challenges faced by displacement. Navigating new languages and educational systems presents formidable barriers to educational advancement for many young refugees. Many refugee students arrive with limited, interrupted, or disrupted formal education; literacy challenges compounded by trauma from displacement. Despite recognizing the need for inclusive learning environments, schools struggle to implement effective interventions for students with such diverse backgrounds and education. This paper explores the challenges faced by one school and its students, emphasizing the need for flexibility, support, and understanding from both the school and the broader community to overcome obstacles and reclaim student’s ambitions and childhood dreams. Intensive Language Centers (ILC) and classroom support are pivotal in developing English skills, yet some efforts lack efficacy. Success hinges on a holistic approach, encompassing trauma, familial dynamics, socialization, and cultural integration. Such measures are imperative for refugee students to thrive in Australian schools and pursue higher education. The research highlights the importance of a holistic approach, addressing academic, language, cultural, trauma, and resettlement challenges. Recognizing and accommodating these layers essential for fostering an environment where refugee students can successfully adapt and thrive in higher education.

The nature of policework is uniquely challenging to officers’ mental health, producing detrimental outcomes such as higher rates of suicide, substance abuse and divorce compared to other occupations. This is especially true in small and rural police departments, where officers often have broader responsibilities and cover a larger geographic area than their counterparts who work in large urban departments. Given the limited resources available to small and rural police, the purpose of this study is to explore the mental health services available to officers in small and rural police departments.

We used a mixed methods approach. First, we surveyed 349 small and rural Pennsylvania police chiefs about the mental health services in their department. Of these chiefs, 53 participated in subsequent in-depth qualitative interviews about officer awareness of the mental health services available to them, what resources they thought would be helpful to officers and what barriers exist to prevent officers from seeking help.

Quantitative results indicated that 22% of small and rural police departments had no mental health programs available to officers; Critical Incident Stress Management and Employee Assistance Programs were most commonly available. Budget size and the presence of a union influenced whether a department had mental health programs available to officers. Qualitative interviews found that although most departments provided some mental health services, officers were unlikely to use them. Chiefs expressed a need for improved services that officers might be more likely to use.

Given the lack of resources available in small and rural police departments and the lack of adoption of some resources, we recommend peer assistance, general wellness programs and telehealth as feasible options for officer mental health.

Small and rural police comprise the bulk of policing in the USA, yet remain understudied. This study focuses on small and rural police.

In this viewpoint article, the authors recognize the increased focus in health systems on co-design for innovation and change. This article explores the role of leaders and mangers in developing and enhancing a culture of trust in their organizations to enable co-design, with the potential to drive innovation and change in healthcare.

Using social science analyses, the authors argue that current co-design literature has limited focus on interactions between senior leaders and managers, and healthcare staff and service users in supporting co-designed innovation and change. The authors draw on social and health science studies of trust to highlight how the value-based co-design process needs to be supported and enhanced. We outline what co-design innovation and change involve in a health system, conceptualize trust and reflect on its importance within the health system, and finally note the role of senior leaders and managers in supporting trust and responsiveness for co-designed innovation and change.

Healthcare needs leaders and managers to embrace co-design that drives innovation now and in the future through people – leading to better healthcare for society at large. As authors we argue that it is now the time to shift our focus on the role of senior managers and leaders to embed co-design into health and social care structures, through creating and nurturing a culture of trust.

Building public trust in the health system and interpersonal trust within the health system is an ongoing process that relies upon personal behavior of managers and senior leaders, organizational practices within the system, as well as political processes that underpin these practices. By implementing managerial, leadership and individual practices on all levels, senior managers and leaders provide a mechanism to increase both trust and responsiveness for co-design that supports innovation and change in the health system.