It is clear from the chapters in this book that a key potential in our educational systems is not being fully actualised. This potential could be tapped more deeply and with more impact if we engage our fellow learners in educational developments. It is being realised in pockets internationally and is growing where the benefits to all involved are being witnessed. The higher education context has accelerated this movement for students to be more engaged in ‘educational development’ (also known as academic development or faculty development, internationally), in particular: increasing student fees, a need for greater research outputs and a student desire to have closer contact with staff. These have influenced a macro trend of students being more actively involved in research across institutions, both for educational development and across all subject areas. Looking at the growth of student engagement globally, ‘students engaged in educational development’ could become one of the largest research subject areas with more outputs being created and disseminated at events and through networks, internationally. The International Consortium for Educational Development (ICED) is also discussed as an international network that could be seen as a channel to communicate and disseminate successful schemes and outputs, globally. Throughout this book there are a number of key themes that have emerged regarding students engaged in educational developments, largely centering on: collaboration, inclusion and equity; leadership, empowerment and collective capability; and empowering self-determined student engagement. Extending on these themes, five key reflections are summarised, concerning: benefits of difference, power struggles, relationships, student roles and un-actualised potentials. The chapter concludes with a timeless quote by Freire and a hopeful outlook for the future.