The current set of papers in this special issue capture the range of viewpoints, scientific approaches, and populations needed to illuminate and tackle the issues of school achievement among vulnerable learners. This includes providing a framework for researchers to work from relevant policy findings, and literature reviews to small scale studies. The manuscripts also traverse different aspects of scientific inquiry – from data reported by federal and state programs, thus providing a “bird's eye view” of findings, to more granular neurobiological approaches. Across all papers is the clear theme of needing to shift from where we have been in order to establish a path forward for where we need to go to account for learners that have been relatively neglected in scientific studies. To break down barriers of inequity and increase our understanding of causes and consequences of vulnerable learners, there is a need to re-think how we establish policies and allocate funds, as well as broadening our lens as we conduct scientific studies. Each piece in this special issue calls for the need to better understand these issues that vulnerable learners face to address inequities in our educational ecosystems. Together they provide a rich set of insights that have significant implications for science and practice.

中文翻译：

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将弱势学习者的学校成就情境化：对科学和实践的影响：评论

本期特刊的当前论文集涵盖了阐明和解决弱势学习者的学业成绩问题所需的各种观点、科学方法和人群。这包括为研究人员提供从相关政策发现、文献综述到小规模研究的框架。这些手稿还涉及科学探究的不同方面——从联邦和州计划报告的数据，从而提供对研究结果的“鸟瞰图”，到更精细的神经生物学方法。所有论文都有一个明确的主题，即需要从我们所处的位置转变，以便为我们需要去的地方建立一条前进的道路考虑到在科学研究中相对被忽视的学习者。为了打破不平等的障碍并增加我们对弱势学习者的原因和后果的理解，有必要重新思考我们如何制定政策和分配资金，以及在开展科学研究时拓宽我们的视野。本期特刊中的每一篇文章都呼吁需要更好地了解弱势学习者面临的这些问题，以解决我们教育生态系统中的不平等问题。它们共同提供了一组对科学和实践具有重要意义的丰富见解。