Learner-centred education is a policy response to calls for a more inclusive system. However, ‘the stories of unequivocal success in implementation are few and far between’ (Schweisfurth, 2011, p. 430). One possible reason for this is that learner-centred education is poorly understood. It is often interpreted as being a set of particular classroom approaches, such as group work, whereas in fact it is a set of attitudes and values. If teachers don’t embrace the attitudes and values which underpin the concept, then teaching approaches (such as group work), are unlikely to be successful.