Thank you to the seven graduate students in the Faculty of Education at the University of Regina who wrote the insightful articles and book review published in this special issue. Their contributions demonstrate the wide variety of ways that healthy and transformative spaces manifest in education. As McCuaig et al. (2022) suggest, teachers provide a wide spectrum of health-related services that fall within both a pathogenic role and "a more salutogenic role, serving as general resistance resources that seek to promote students' welfare, security and well-being" (p. 160). It is the latter, the salutogenic category, where the authors in this issue focus their analysis. While schools have long been concerned about the well-being of students, the meaning of healthy spaces in education changes as social, political, environmental, and cultural forces shift over time. Similarly, as scholars consider how to do education differently, they should guard against transformative education becoming cliché; that is, overused to the point of becoming meaningless (Fantuzzo, 2022). Fantuzzo (2022) argues for transformative education as aspirational (p. 159), stating it is not about asking: "Is this school transformative? But rather: Are students changing because they are making contact with educational values and aspiring to better appreciate them?" (p. 171). I invite the reader to use this question as a lens when reading each of these articles, and imagine possibilities for creating and enhancing healthy and transformative spaces in their own contexts in education.