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).