All six papers extend the literature base across the five levels of influence of the socio-ecological model by focusing on important contingencies that impact the content, quality, and delivery of behavior-analytic services to CLD students. Study outcomes across the six papers set the stage for systemic change in behavior-analytic services that would lead to culturally sensitive and equitable systems. Some studies describe innovative methodological approaches in investigating their research questions (e.g., Luna et al., 2023; Taira & Maunakea, this issue), while others explore research topics that are rarely explored in the behavior analysis literature (e.g., Baires et al., 2023; Castro-Hostetler et al., 2023; Kaerwer & Pritchett, 2023). All papers posit important recommendations and guidelines on how to promote student independence in general education settings (Moses et al., 2023), support CLD families effectively in understanding their child’s needs and ABA services (Castro-Hostetler et al., 2023), transform the learning experiences of CLD students by implementing culturally responsive practices (Taira & Maunakea, 2023), prepare and recruit culturally competent behavior analysts (Luna et al., 2023), advocate for equitable and high-quality services to CLD students and their families by introducing pay equity (Baires et al., 2023), and interdisciplinary learning opportunities (such as implicit bias training, cultural competence training, applications of culturally responsive pedagogy; Kaerwer & Prichett, 2023) among professionals in the field of behavior analysis.

As with any growing research area, these studies carry some limitations related to methodological and generalization issues. For instance, methodology limitations pertained to restrictions in sample selection (e.g., Moses et al., 2023), sample size, and participant recruitment (e.g., Baires et al., 2023; Castro-Hostetler et al., 2023) that may prevent us from drawing conclusive statements representative of other participants across the globe. Additionally, some studies’ conclusions could not be generalized across other geographical settings and cultural contexts (e.g., Kaerwer & Pritchett, 2023; Luna et al., 2023; Moses et al., 2023; Taira & Maunakea, 2023), thus leaving us with the need to continue the research quest for a culturally responsive multi-level systems approach in addressing global education challenges.

The six papers advance the study and understanding of topics related to inclusive and culturally responsive educational practices. All research contributions highlight the need to identify barriers and challenges experienced by CLD students and their families, service providers, and educators across the different levels of influence of the socio-ecological model. Although the six papers add significantly to the existing literature base, most need to extend to experimental work that provides empirical data on strategies for introducing and/or making intersections across the different levels of influence to incorporate inclusive, equitable, and culturally responsive policies and practices for CLD students. Future directions in research should focus on conducting applied research investigations to strengthen and increase the generality of culturally responsive policies and practices in our education systems.