While inclusion has generally been accepted as orthodoxy, a knowledgepractice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of effective professional development (PD) arising from the literature, which informed the development of a professional learning community (PLC) for inclusive practice in a primary school. The impact of the PD on teachers' professional practice was explored using an evidence-based evaluation framework. Analysis of interview and observation data evidenced that engagement with inclusive pedagogy in a PLC, underpinned by critical dialogue and public sharing of work, positively impacted teacher attitudes, beliefs, efficacy and inclusive practice. This research offers a model of support for enacting inclusive pedagogy.

Food waste and nutrition are intrinsically linked in terms of environmental health and public health. Despite this, it is unknown whether these topics have been previously synthesized into a review. The aim was to identify the interdisciplinary parameters that exist in public health and nutrition literature in terms of food waste and plastic waste associated with food, and to identify how these parameters currently contribute to food sustainability messaging and interventions. A rapid scoping review was conducted. Data were mapped into concepts and synthesized in a narrative review. Four main concepts were identified: (1) food waste and diet quality, nutrient losses, and environmental health, (2) food waste reduction interventions and diet quality, (3) food banks/pantries and diet/nutritional quality, and (4) food and plastic waste messaging in nutrition or dietary guidelines. Food waste is associated with nutrient wastage, and interventions to reduce food waste can successfully address food sustainability and nutrition quality. Food redistribution systems do not currently address access to sustainably sourced foods that are also nutrient-dense for lower-income communities. Opportunities for future research and practice include aligning food waste, plastic waste, and nutrition priorities together and developing better food redistribution systems to limit wastage of high-quality foods.

The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers' individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.

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