Estelle Tarry is a lecturer at the University Centre South Devon, UK.

• IntroductionEstelle TarrySection A Children and the CurriculumChapter 1: Child Development and Neurodiversity: Every Classroom, Every Child and Every Family are UniqueAnna Neale with Sabrina ConnollyChapter 2: "I've Just Found Some Dragon Snot, Yay!": The Effect of Forest School Sessions on Children and StaffJo ButtonChapter 3: More Than Just Dressing Up in a Sari: International schools in a Multicultural WorldEstelle TarryChapter 4: ‘Education is the Most Powerful Weapon Which You Can Use to Change the World’ (Mandela): Global Education and Global CitizenshipKatrina PerkinsSection B Professional PracticeChapter 5: Walking the Online Learning Tightrope: Education Reimagined Through Pandemic LearningCathie BurgessChapter 6: Harnessing Reflexive Practice for Professionals, Children and Settings: A Practical Guide for Greater ReflectionAlison MilnerChapter 7: Professionalism in Practice: A toolkit for Negotiating Professional Identity in Early Years and Primary SettingsLisa RogersChapter 8: "Why Should I Worry…The SENCO Will Do It All": Recognising the Importance of the Special Educational Needs Coordinator (SENCO)in Our Schools in Readiness for a Post-Covid-19 World.Andy SmithSection C Child Protection and BeyondChapter 9: ‘‘What Are You Going to Do About It?’’ Responsibility, Risks and Realities; Considerations for Safeguarding ChildrenCaroline KnightChapter 10: Mental Health, Wellbeing, Resilience and Character: Helping Children to Flourish and ThriveIsabel HallamChapter 11: Adverse Childhood Experiences (ACEs); How a Trauma Aware Classroom can Improve Outcomes for ChildrenKelly LaywoodChapter 12: Why Do Good Children Do Bad Things and How We Can Help Them to Stop?Jodie Rossiter

Estelle Tarry is a lecturer at the University Centre South Devon, UK.

• IntroductionEstelle TarrySection A Children and the CurriculumChapter 1: Child Development and Neurodiversity: Every Classroom, Every Child and Every Family are UniqueAnna Neale with Sabrina ConnollyChapter 2: "I've Just Found Some Dragon Snot, Yay!": The Effect of Forest School Sessions on Children and StaffJo ButtonChapter 3: More Than Just Dressing Up in a Sari: International schools in a Multicultural WorldEstelle TarryChapter 4: ‘Education is the Most Powerful Weapon Which You Can Use to Change the World’ (Mandela): Global Education and Global CitizenshipKatrina PerkinsSection B Professional PracticeChapter 5: Walking the Online Learning Tightrope: Education Reimagined Through Pandemic LearningCathie BurgessChapter 6: Harnessing Reflexive Practice for Professionals, Children and Settings: A Practical Guide for Greater ReflectionAlison MilnerChapter 7: Professionalism in Practice: A toolkit for Negotiating Professional Identity in Early Years and Primary SettingsLisa RogersChapter 8: "Why Should I Worry…The SENCO Will Do It All": Recognising the Importance of the Special Educational Needs Coordinator (SENCO)in Our Schools in Readiness for a Post-Covid-19 World.Andy SmithSection C Child Protection and BeyondChapter 9: ‘‘What Are You Going to Do About It?’’ Responsibility, Risks and Realities; Considerations for Safeguarding ChildrenCaroline KnightChapter 10: Mental Health, Wellbeing, Resilience and Character: Helping Children to Flourish and ThriveIsabel HallamChapter 11: Adverse Childhood Experiences (ACEs); How a Trauma Aware Classroom can Improve Outcomes for ChildrenKelly LaywoodChapter 12: Why Do Good Children Do Bad Things and How We Can Help Them to Stop?Jodie Rossiter