Conforming To Bias. If people know about status quo bias, the planning fallacy, or the endowment effect, they may feel the need to play into them in order to accomplish goals. Planners will deliberately make optimistic predictions, even when they know better, in order to appear competitive - even though the customer might prefer planners who make more realistic predictions. Product designers may deliberately sacrifice utility for familiarity, even if the unfamiliar product is actually easier to use even for a beginner than the familiar product. My guess is that the design of textbooks is an example here.
This suggests that building products and services that don't conform to biases is a positive externality, and a proper target for regulation or subsidy. For example, governments could require major construction projects to submit a time and cost estimate when the contract is signed, and give a tax credit to companies that an external auditor assesses to have achieved above-average accuracy in their estimate.
Government could offer similar subsidies to combat the endowment effect. It could offer a tax credit for selling your house, moving out of an apartment, or changing your job, perhaps after you've owned the house or worked the job for a reasonable length of time. I'm skeptical of these interventions - just brainstorming to illustrate an idea.
Teaching Styles. Teachers can't get much done if kids are being disrupted. Schools have varying populations of kids. They therefore "select" for teachers capable of managing the type and amount of disruption at their particular school. A tough teacher might be perfect for a rowdy school, but harmfully harsh in a more placid environment. A teacher who focuses on positive reinforcement but can't dish out discipline might get steamrolled by the students in a rowdy school, but do well in an elite prep academy. If the teaching styles exhibited at the best performing schools (i.e. the elite prep academy) become exemplars for teacher training, then we risk attributing to a teaching style alone what is actually a teaching style x school culture interaction effect.
Self-Editing. I write in ways that are legible to me, because during the writing process I have access only to feedback provided by the editor in my mind. Its feedback, particularly in the very beginning stages when the general tone, topic, and form of a piece is being established, is crucial in dictating the direction the post will take. Over time, the partially-written piece becomes more powerful than the editor, but in the beginning the editor is more powerful than the writing. This causes me to select for writing approaches that my internal editor is comfortable with. If I had other external standards or influences - perhaps prompts, a particular audience, or a process involving seeking external feedback on a few very brief possible approaches to an article - I might be able to achieve more variety in my writing.