Impact is the termly journal of the Chartered College. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. It supports the teaching community by promoting discussion around evidence within the classroom, and enabling teachers to share and reflect on their own use of research.
Each peer-reviewed issue is themed around a critical topic for practitioners with a guest editor who is a specialist in the field. Issues feature a wide range of original research articles and expert perspectives from teachers, schools leaders and academics. Impact is produced in print and online, with extra features available online.
Calls for papers can be accessed here three times a year, usually around the same time of year an issue is published: February, May and September. Calls remain open for just over a month and authors are asked to submit a 250-word abstract for consideration.
We welcome submissions from practitioners, experts and education professionals at all career stages and levels of research engagement. We would particularly encourage new voices and early career teachers to have the confidence to share their ideas, research and practice. There is editorial support available from the publishing team from the start to the end of the process, and several review stages are designed to provide constructive feedback to support you in developing your article. All accepted articles are professionally copyedited and proofread and we provide detailed submissions guidance.
If you have any questions about submitting, please contact the Chartered College publishing team at journal@chartered.college
Theme: This issue explores the theme of school culture and belonging, with sections on:
Publish Date: October 2026
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 October, January and May. If you would like to be added to our reviewer database, please complete this form and we will get in touch with you with relevant articles in due course. If you have any questions then please contact journal@chartered.college
