This issue explores what it means to embrace transitions as an acceptance of being, and how the complexities of human interaction inform all levels of educational practices and policies. These papers open possibilities for embodied, holistic, inclusive, equitable, and socially just spaces for transformation within artistic practices, teaching, and learning.

Set against the backdrop of a post-COVID world, with increasing changes in climate, economic inequities, and global geopolitics, this issue focuses on new directions forward for promoting the health and wellbeing of youth and those who work to support them. Specifically, papers in this issue highlight the following themes as central to youth wellbeing: the importance of the arts; Indigenous, decolonial, Black feminist, and queer epistemologies; the structural and suffering families and communities are experiencing; and the need to do research differently.

Set against the backdrop of the recent COVID-19 epidemic, this issue includes articles that focus on the need for inspiration, innovation, and change. Specifically, authors address five, often overlapping, themes: the need for empathy, for cultivating community, for examining values, for shifting gears, and for addressing learners’ needs uniquely.

This issue features innovative research and/or teaching practices at any level that focus on the use of arts-based approaches: performances (dance, drama/theatre, music, digital performance), poetic work, visual forms (narratives, collage, photographic, film/video), or combinations thereof.

This issue includes multiple forms of representation that connect meaningfully and authentically with students.

The contributions in this issue address the value and range of performance in education through the sharing of inspiring and helpful research, stories, and practices.

This issue shows how practitioners and researchers create innovative opportunities for multiple ways of understanding and expression.

This issue shows how narrative ways of thinking and doing enrich educational practice.

The submissions in this issue highlight with examples the importance of teacher stance and pedagogy, a range of interesting work using various forms of software and devices, competencies that can be developed in makerspaces, and a focus on developing intellectual agency in digital teaching and learning.

The submissions in this issue share research, ideas, stories and programs that include individuals as young as six years-old through to seniors in long-term care. Together, they reflect a notion of well-being that is multi-dimensional, holistic, fluid and contextual.

The submissions in this issue reflect how linking education and community in meaningful and fruitful ways requires structures for reciprocity, trusting relationships, inclusivity, and equitable partnerships.

This issue shares how passionate inquiry that is infused with the arts deepens and enriches what we can know about education and the world.

This issue explores the topic of professional development and shares a wide range of nuanced examples that are research based, meaningful, and contextually and culturally relevant.

This issue shares articles and interviews about teacher research at all school levels.

The submissions in this issue share current and emerging policies, practices and challenges in teacher education.

The submissions in this issue show how inclusion is a daily pedagogical responsibility of teachers and others, and how deficit notions of students prevent the need to celebrate diversity and ensure access and inclusion for all.

The importance of play, and learning that is grounded in contextually and culturally relevant pedagogies that embrace difference, are highlighted in this issue.

This issue addresses the impact of the digital world on teaching and learning by sharing particular examples and critical discussions from a wide range of learning contexts.

This issue situates creativity at the core of 21st century learning, and examines a wide range of interesting and creative practices in education.

This issue focuses on broadly defined ideas about informal learning. The large spectrum of contributions reveals interesting, varied and nuanced understandings about its benefits.

This issue shows the convergence among the fields of psychology, education and neuroscience, how this is deepening what we know about learning, and how this can contribute to more meaningful experiences in classrooms and beyond.

This issue presents a range of approaches, examples and issues around the theme of inquiry that we hope will help educators deepen their understanding of the theme and see new possibilities within their own practices.

This issue presents submissions that explore the role of poetry in schools, in research, and in our lives beyond the classroom.

This issue shares a range of perspectives on education from eminent Canadians of all walks of life.

This issue acknowledges the importance of multiliteracies and diversity, and shows how learners are affected by varying approaches to literacy.