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Good educators — teachers as well as administrators — need to be deeply attentive to the needs of students. But as Peggy McIntosh, associate director of the Wellesley Centers for Women and founder of the SEED Program on Inclusive Curriculum, notes, educators also need to balance their more extroverted qualities and skills with their more inward-looking qualities and skills. Yet, teacher self-knowledge is missing from most teacher education and practice. Teachers are too often seen, and see themselves, as neutral pass-throughs who must learn to focus on students or schools’ or society’s perceived needs. This issue will explore what can happen when teachers and administrators are encouraged to understand their own past and present schooling histories — as a path to the highest levels of teaching and learning. We’ll also look more broadly at the social-emotional health of everyone in school — students, teachers, administrators, staff, and parents.