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Background: In 2022, the catchment area of the Fred Hutchinson/University of Washington/Seattle Children’s Cancer Consortium (the Consortium) grew from 13-counties in Western Washington State to include all 39 counties in Washington.Methods: Widening the catchment area provided new opportunities for the Consortium to monitor the cancer burden, identify cancer-related health disparities, use a bidirectional approach to develop cancer focused programming, and facilitate research in clinical and community settings.Results: In this commentary, we describe the exploratory process of catchment area change led by the Consortium’s Office of Community Outreach and Engagement and new initiatives that followed that growth.Discussion: We hope that by sharing the ongoing, data-driven community engagement approach in the Consortium’s current, statewide catchment area, our experience will be of value to other cancer centers looking to engage with communities and develop bidirectional partnerships in new areas.

Introduction: Lung cancer is the leading cause of cancer death among American Indian and Alaska Native (AI/AN) people, and AI/AN people have the highest rate of smoking of any racial or ethnic group in the US. There is limited research to inform culturally-relevant strategies for lung cancer prevention inclusive of lung cancer screening (LCS). The objective of this study was to understand determinants of LCS and tobacco cessation care in at-risk urban-dwelling AI/ANs. Materials and Methods: This was a mixed-methods community-based participatory research study including complimentary qualitative discussions and surveys conducted in Seattle, Washington, USA from 2022 to 2023. The study measures and analytic approach integrated the Consolidated Framework for Implementation Research and Tribal Critical Race Theory and qualitative transcripts were analyzed using thematic analysis. Participants were self-identified AI/AN people who were age ≥ 40 and had ≥ 10-year history of commercial cigarette smoking. Results: Forty-five participants completed surveys and participated in discussions, 48% were female, the median age was 58 and median smoking history was 24 pack-years of commercial cigarette use. Themes revealed prominent barriers to LCS care including access, costs, awareness, and fear. Many reported previous negative and discriminatory encounters within and outside the health system which may also serve as barriers. Most participants endorsed cancer screening and increased education, recommending Indigenous-centered, delivered, and tailored programs, as well barrier-directed support. Conclusions: In a broad sample of at-risk urban-dwelling AI/AN people, our findings suggest enthusiasm for preventive care but several complex barriers. Participants endorsed culturally-tailored programs which could provide relevant education and address barriers.

In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.

Governments have responded to the COVID-19 pandemic with social distancing measures, school closures and society lockdowns. The disruption in the functioning of schools have evoked a myriad of emotions among students including the pervasive fear of others and anxiety about a virus that cannot be controlled. As schools reopen, one immediate focus is to ensure proper sanitary measures in classrooms. While important, it is also equally critical that schools effectively support students’ transition back to the classroom environment. This paper considers how cardboard architecture may support transitions between remote home learning and formal school-based education. We use a case study of the Unboxy project, a kit of cardboard shapes and connectors, provided to 18 schools in Australia following the school reopening after covid lockdown. The case study reports a qualitative analysis of how a cardboard architecture project aided students’ transition back to school. Key themes revealed that students created safety structures and spaces for collaboration, thus highlighting the processes with which students interacted with spatial materials to narrate their affective response during the pandemic. Drawing on both research literature and our case study we identify design features of future cardboard architecture resources that can influence student wellbeing upon return to school.