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Maori and non-Maori health professional educators collaborate to ensure a culturally safe learning environment for Maori educators and Maori students. Each team member actively contributes to the Maori health curriculum, demonstrates clinical role-modelling and ensures a culturally safe learning environment for Maori and non-Maori staff and learners. The role of health professional education to deliver indigenous health and well-being is well documented.1,2 Indigenous health curricula have a key role within health professional education to support Maori health advancement; however, indigenous health professional education is a fragile ecology in terms of curriculum time, resource and institutional priorities.2 Colonisation and racism have caused prolonged health injustices for Maori, the Indigenous Peoples of Aotearoa/New Zealand manifested by reduced life expectancy and lower quality health care. [Extracted from the article]

This research reinforces the impact of systemic racism and bias that has been maintained in pre-COVID-19 health environments.11-16 This has bought into question how current curricula have not adequately challenged the role of health systems in maintaining health inequity within specific communities and the curricula's ongoing othering of these communities. Within the COVID-19 environment has also come a tsunami of health research that has highlighted how communities, traditionally impacted by inequitable health outcomes, have been most impacted by COVID-19. I It is time for parents to teach young people early on that in diversity there is beauty and there is strength. i Maya Angelou1 Welcome to this special issue - the second themed issue in the 18 years of I The Clinical Teacher's i publication. [Extracted from the article]