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SCIENCE fiction often gets a bad press from scientists, but firing our imagination about science and technology is absolutely vital. Sharing a vision of the good society, in which everybody has what they need to live well, is crucial to working towards it. So how do we imagine the contribution of science and technology to creating just futures?

Budget shortfalls are forcing states to come up with novel solutions for the wide disparities between poor and affluent school districts. The latest reminder was a New Jersey Supreme Court ruling in May that ordered the Legislature to increase spending for only the 31 poorest urban districts ("Court Orders New Jersey to Increase Aid to Schools," The New York Times, May 24). Not surprisingly, the decision did not please the other districts in the state. In light of the problem in New Jersey and in other states as well, perhaps it's time to consider what is known as weighted student funding. The Summer 2011 issue of the Journal of Policy Analysis and Management contains a study by Helen F. Ladd and Edward B. Fiske titled "Weighted Student Funding in the Netherlands: A Model for the U.S.?" For the past quarter of a century, the Netherlands has been using a version of WSF for all its elementary schools serving children from ages 4 to 12.

This report is relevant to anyone interested in evidencing the contribution creative learning and museum experiences can have on mental health and wellbeing. This report is the result of a partnership between Tate Modern, London and SLaM (South London and Maudsley) NHS Foundation Trust. As well as the specific results of the programme, it offers an excellent literature review of mental health and wellbeing findings.