The supplementary note asserts that educator self-efficacy and behaviour is of supreme importance when influencing learning institution leaders about an inclusive climate. The substantial barriers to implementing cognitive science are focused on interventions that address the intrinsic biases of racism, race science, colonialism, and eugenics . Systemic injustices that underpin this can be addressed using large scale collaborative programmes to systemically rescript existing practices that have defamed developmental science . Such programmes recommend an external ethics board and committee of ethnic social and cultural scientists to highlight the global interest in brain function as well as efforts to guide cognitive science into a closer relationship with education . Importantly, these programmes may address the processes of education and examine ways in which it manages differences and educates about differences, including those arising from ethnicity and social class. An inclusive climate and culture through high visibility of ethnic groups is not the norm while stereotypes and unconscious bias prioritise the label of minority ahead of scholarship and disability ahead of ability with culturally inclusive teaching practices seldom used systematically in science curricula . Although diversity extends beyond gender and cultural diversity to include disability , some educators may be hostile to inclusion due to a feeling that they lack the required information when teaching students with special educational needs.