Are you interested in reviewing articles for Impact?
Impact is the practitioner journal of the Chartered College of Teaching. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators.
Each issue is peer-reviewed, helping us to ensure that articles are original, methodologically rigorous and relevant for teachers. The purpose of the review process is to provide constructive feedback to support authors in developing their articles.
We welcome the views of both researchers and teachers with experience and knowledge across the wide range of themes covered in each issue. Peer reviewers are asked to critically assess the quality, clarity and relevance of articles for a teacher audience. We provide guidance for our peer reviewers, so prior experience of reviewing is not necessary.
Impact is published termly, and we are usually most in need of reviewers in November/December, March and June.
If you would like to be added to our reviewer database, please complete the form below and we will get in touch with you with relevant articles in due course. If you have any questions or problems with accessing the form, please email journal@chartered.college
Issue 24 call for papers
For the summer 2025 issue of Impact, we are seeking papers focusing on inclusive and adaptive approaches to curriculum and learning. Topics can include, but are not limited to:
- Supporting learners with special educational needs and disabilities (SEND) in accessing the curriculum, in mainstream settings and across all phases
- Curriculum planning, teaching and learning in specialist settings
- Adaptive teaching and inclusive practices
- Curriculum delivery, communication and support
- Holistic and inclusive curriculum design
- Curriculum reform in action across the nation states and beyond
- Inclusive approaches in early childhood care and education
- Community- and family-centred approaches to supporting learners
- Inclusion, SEND and initial teacher education.
Article types include:
Research (1,000-2,000 words): Summaries of current original research (including practitioner research) with their implications for pedagogy
Perspectives (1,000-2,000 words): Pieces offering a clear, balanced, research-informed review or critique of a particular topic within the issue theme
Case studies (1,000-1,500 words): Detailed studies of single settings or occurrences with clearly defined boundaries, such as a pedagogical intervention, an assessment initiative or an approach to CPD in a particular context
Reflections (500-1,000): Teachers discussing a specific piece of research and how it has informed their practice.
Submissions
The Chartered College of Teaching is committed to furthering equality, diversity and inclusion across our organisation, and we seek to promote a range of voices in Impact and all our content to ensure that our work is fully representative of the teaching profession. We encourage authors with protected characteristics, particularly relating to race, religion or belief, disability and sexual orientation, as we know that these areas are underrepresented in our content. We welcome submissions from all prospective authors, across the full range of phases and settings, including early career teachers.
If you wish to submit to this issue, please complete the relevant section of this form, specifying which article type you intend to write.
Deadlines
Abstract submissions deadline: Monday 4 November
Notifications of accepted proposals sent to authors: Thursday 14 November
Full drafts submitted: Thursday 12 December
If you do not hear from us by Friday 15 November, please contact us at journal@chartered.college
If you are from a commercial organisation, please contact the publishing team on the email above prior to submitting.
Please add notifications@email.submittable.com to your list of contacts to ensure that you receive updates on your submission.