The history of education, as a field, has never been more necessary. In a time of contestation and upheaval, it is more essential than ever to understand the past. At the same time, the field is shrinking in some parts of the world—both in its institutional footprint and in its membership. Signs suggest that other interests and priorities are displacing projects, programs, and places of employment for historians of education. What, then, does this mean for the future?

The editors of History of Education Quarterly organized a special forum designed to reflect on the field’s relevance today, as well as to forecast what lies ahead. To this end, we posed a single question: How can the history of education continue to play a meaningful role in research, policy, and practice?

Past and present members of HEQ’s Editorial Board were invited to respond, and the contributions we received offer a compelling range of perspectives. These reflections look back at what the educational past tells us, while also exploring why the field’s findings and interpretations will continue to matter.