In this issue we bring attention to the multifaceted experiences of early childhood education (ECE) kaiako and leaders who support diverse learners in Aotearoa New Zealand. Against the backdrop of proposed educational policy changes, including ECE regulatory reforms explored in Early Childhood Folio 2025, 29(2), articles in this issue highlight the complex roles and responsibilities of educational practitioners who continue to provide quality education and care for all tamariki, despite experiencing constant shifts in teaching conditions and environments.