The concluding chapter is used to synthesise the key arguments of the book and to put forward a call to action. It is argued that education that is inclusive—that is engaging, equitable, and accommodates the needs of all students—is better for everybody. ‘In giving all young people the space to learn in their own way, by believing in them, and by valuing their differences, we can create learning spaces where everyone feels welcome, and where every student can create, innovate, take risks, explore, and, ultimately, develop as an individual. This benefits not just all students, but whole societies.’ The argument is made that because education systems are social systems—as opposed to physical systems—they can be changed. And, if change is possible, we, as educators, have a shared responsibility to push for it to happen. An ‘opportunity model’ of inclusive education is presented as a way to tackle deep-rooted exclusionary mindsets, and all stakeholders—from governments and international organisations to grassroots actors and community leaders—are called upon to acknowledge, understand, and share the fact that inclusive education is an opportunity that has the potential to benefit all students and wider societies.