The Caplan Foundation for Early Childhood seeks LOIs by September 30, 2026. The Caplan Foundation for Early Childhood is an incubator of promising research and development projects that appear likely to improve the welfare of young children, from infancy through 7 years, in the United States. Welfare is broadly defined to include physical and mental health, safety, nutrition, education, play, familial support, acculturation, societal integration and childcare.

Grants are only made if a successful project outcome will likely be of significant interest to other professionals, within the grantee’s field of endeavor, and would have a direct benefit and potential national application. The Foundation’s goal is to provide seed money to implement those imaginative proposals that exhibit the greatest chance of improving the lives of young children, on a national scale. Because of the Foundation’s limited funding capability, it seeks to maximize a grant’s potential impact.

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People who have contact with the criminal justice system experience disproportionate social and health disadvantage both prior to and following their justice involvement, compared to the broader community. Achieving equity in areas such as health, housing, and education among people with justice system involvement should be a global priority. Simultaneously, the need to reduce offending and recidivism is central to improving public safety, strengthening justice system legitimacy, and reducing future victimisation.

Across jurisdictions worldwide, criminal justice policy is frequently shaped by political considerations rather than rigorous empirical evidence. Growing availability of population-based administrative data sources (including linkages across sectors) allow researchers the opportunity to generate actionable evidence that can improve not only health, wellbeing, and social outcomes for people with justice system contact, but also justice-related outcomes including recidivism, victimisation patterns, and other crime and public safety measurements.

This Focus Issue will provide a platform for high-quality research with the broad aims to:

1. Reduce social and health inequities, as well as improve outcomes, for people with current, past, or potential future justice system involvement including outcomes directly related to crime, victimisation and justice system performance.
2. Improve community safety, reduce recidivism, and strengthen the fairness, effectiveness, and legitimacy of criminal justice responses.

All manuscripts that align with these aims and sit within the scope of the journal are welcome. We encourage empirical and methodological research as well as reviews. We are especially interested in manuscripts which use multi-sectoral data linkage (e.g. corrections, law enforcement, courts, probation/community corrections, health, housing, education, child protection, social services, employment) to address health and social inequalities as well as key crime and justice outcomes such as reoffending, desistance, victimisation, procedural justice, diversion effectiveness, supervision outcomes, or system-level decision making.

Ensuring we showcase a diversity of perspectives is critical to appropriately achieve the aims of this issue. To do so, we encourage submissions from researchers who:

• Are, or work with, people with lived/living experience of the criminal justice system.
• Represent a broad range of disciplines including criminology, public health, psychology, epidemiology, law, economics, and other social and health science disciplines.
• Engage directly with criminal justice policy, reform, system performance, or interventions aimed at reducing crime and harm.
• Are located in low- and middle-income countries.

Submission Deadline: 30^th October 2026

To Submit Your Manuscript, Click Here

In partnership with the Center for Aging and Policy Studies and Center for Policy Research at Syracuse University, The Milbank Quarterly will publish a special issue to advance knowledge on the connections between policies and population health in a changing U.S. context. The special issue seeks empirical, methodological, and theoretical contributions on the topic. Of particular interest are papers that link changes and variation in policy contexts to health outcomes, identify mechanisms linking policies to outcomes, or propose new ways to measure and conceptualize policy contexts for health research. See the call for papers for more information.

Demographic Research invites contributions to the Special Collection on Kinship Demography: Structures, Dynamics, and Inequalities in the journal Demographic Research, organized by Ashton Verdery, Bussarawan Puk Teerawichitchainan, Diego Alburez-Gutierrez, and Elena Maria Pojman. Submissions to this collection are possible from June 15, 2026 until December 15, 2026. Please find more information on the collection’s description and goals as well as on submission procedures here.

Call for Papers for the Special Collection “Measuring Population Health in the Era of Climate Change” in Population Health Metrics: The collection focuses on how climate change is reshaping population health and on methodological and empirical advances to measure these impacts. Submissions due February 26, 2027.

Introduction to R

Description: This workshop aims to introduce basic tools and functions of R for reading, management and examining datasets. Attendees are assumed to have little to no experience with R

• Instructor: Alireza Aminkhaki, CSSCR Consultant
• Date:  Tuesday, July 7, 2026
• Time: 10:00am – 11:20am
• Location: Savery 121 (Small Lab)
• Register here.

In a new article published in Frontiers in Psychology, CSDE Affiliate Jing Xu(Anthropology) and co-authors surveyed 303 parents and guardians from BaYaka and Bandongo communities in the Republic of the Congo, Scots in Tayside, United Kingdom, and Chinese Americans in the Greater Seattle Area to examine parental perspectives on children’s social learning. Across all four cultures, parents consistently reported that children should learn from adults through imitation and teaching, but from peers through collaboration. BaYaka and Bandongo parents more often said children should learn tasks, while Scottish and Chinese American parents focused on qualities and values. The findings reveal cross-cultural regularities in social learning mechanisms alongside systematic differences in content, underscoring the importance of cultural context in studying how, what, and from whom children learn.