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Individuals with cognitive impairment are more likely to come into contact with the criminal justice system (Kimbell, 2016). Yet, only a handful of studies describe the nature of cognitive impairment experienced by inmates and the different types of challenges faced by researchers and clinicians while conducting cognitive assessments in correctional settings specifically in low-and middle-income countries.

In the present paper, the authors describe different types of ethical and logistical challenges they faced while conducting cognitive assessments with inmates in India and suggest ways in which future researchers and clinicians could overcome them.

Authors raise a discussion on the purpose, advantages, and limitations of psychological testing, highlighting alternative ways of cognitive assessment that may be more effective, resource-efficient, and sustainable.

Implications for education and training in psychological assessment, forensic and clinical practice and policymaking are discussed.

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence).

The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview.

Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students.

The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.