Read the full issue → A strong thread runs through this issue: the way a manufactured sense of crisis is used to justify standardised, one-size-fits-all schooling. Kim Hailwood unpacks the thinking behind current reforms, John O'Neill argues standardisation will not deliver equity, and British professor Lee Elliot Major makes the case for schools where background doesn't dictate destiny. Plus cognitive-affective learning, a stroll back through rural principalship, and supporting menopause in the staffroom.