Cultural perceptions of disabilities significantly influence how societies identify, support, and integrate individuals with special educational needs and disabilities (SEND). These perceptions shape educational policies, family decisions, and the lived experiences of those with disabilities. Understanding and challenging these cultural assumptions is crucial for fostering inclusive and supportive environments worldwide. Without knowledge and education, families of children with SEND risk becoming more isolated and as a result, children might not have access to the education they not only deserve but have to right to.

We live in strange and confusing times. The whole world is available to us: people’s lives are on display, and we can connect with strangers from across the globe. According to my logic, this should foster more curiosity and understanding about one another, providing the drive to learn and cultivate more complex yet meaningful connections. Yet, this does not seem to be the case.

I recently had the incredible opportunity to be part of a ground-breaking project funded by the Chartered College of Teaching and the Fair Education Alliance. This project wasn’t your typical endeavour; it set out to explore how journal clubs, a common practice in the health sector, could support teachers’ understanding and pedagogical approaches towards students with Special Educational Needs and Disabilities (SEND).