The brain has corridors surpassing/Material place. Advances in the fields of neuroscience and learning science in recent years have led to remarkable breakthroughs in our understanding of how the human brain develops and functions. Findings have confirmed what every educator and every parent knows to be true: that all children, given the right support—and the space to grow—have the potential to learn, develop, and thrive. But, to do so, the environment must be right. A lack of stimulation, or socio-emotional deprivation, can be harmful for brain development and well-being. In this chapter, Leo Thompson explores the recent advances of learning science and neuroscience and presents them in a way that positions inclusive, quality education as the only way to improve educational opportunities for all students. Drawing from his extensive experience as a teacher, a headteacher, and an international education expert, Thompson highlights the role that self-belief, motivation, and effective teaching practice can have in the learning and socio-emotional development of all children. Using the real-life examples of three students, Thompson is able to contextualise and to ground his contribution, whilst also basing it on theoretical foundations. In considering the journeys of these children, and the accommodations and successful strategies that were employed to support them, Thompson demonstrates that, while students do learn and thrive in diverse ways, there are simple things that teachers can do positively to impact the lives of every child. Thompson’s linking of theory and practice in this chapter will be of use to both educators and policy makers—particularly in regard to his outlining of seven key practices that support inclusive and impactful learning.