2023 Foreword

of Journal of Learning through the Arts presents the work of scholars who capture, in a broad perspective, keen observations of healing that learning through the arts provides to students and educators.The studies frequently occur on a smaller scale and relate close reflections, sometimes drawing on impacts of the pandemic.In the Performing Arts section, authors Salazar, Bustos-Flores, and Huang relate findings about the affordances of virtual music instruction despite its disruption for Covid classrooms.Posted in the Medical Humanities section, authors Wilkins, Hohn, and Zigelsky discover the impacts of an instructional university/museum collaborative on medical students' personal and professional lives through a mixed-methods study, focusing especially on therapeutic strategies.There are three articles in the Teaching and Learning through the Arts section.Foust and O'Neal articulate some key emotional outcomes of different arts integration lessons for special needs students, language learners, and mainstreamed students in a Tennessee elementary school.Author Briggs shares a case study of four New South Wales art students' portfolios and the instructor's assessments to discuss how the students evolved in their choices and critical thinking processes.The third article in this section by authors Kohler and Vu also highlights student choices regarding guidance and freedom in their lessons, reminding educators of significant factors in designing lessons.In the Opinion section, authors Zhu and Hartline recommend several approaches to incorporating sustainability into arts integration that carry over from Covid instruction into possibilities for student experiences today.Each of these articles provides educators and researchers with concepts to unpack further for how arts and learning can be infused with ongoing attention to healing-themes in efforts to enhance student experiences.