We often hear "inclusive learning" used as a catch-all buzzword in education, but what it actually looks like in a classroom, from play-based schemas to children speaking multiple languages at once, is far more specific and deliberate. So what does inclusive and authentic learning really require, in design and philosophy, to help every child thrive? In this second instalment of our three-part series marking the Alice Smith School's 80th anniversary, we put that question to Alan McCarthy, Primary Principal, and Helen Jones, Vice Principal and Head of Juniors, both at the Alice Smith School.