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Abstract For many people, the culture of plant science, and science more broadly, can feel alienating and intimidating, which often leads to them leaving the discipline for other opportunities. However, studies show that there is a correlation between creative problem solving and increased diversity, and plant science cannot afford to lose talented individuals. Here we report on strategies to promote diversity, inclusion, and a sense of belonging for all within plant science. We address ways that institutions, organizations, communities, educators, and individuals can contribute to this needed cultural change. We urge all plant scientists to participate in these efforts; for each other, for the discipline, and for the future. 

Abstract Plant cell walls exist as a complex and varied blend of polysaccharides and proteins; the combination of which has evolved over millions of years. Research on how these components interact is key to understanding a plant’s mechanical, structural, communicative, and biological traits. However, knowledge on cell wall components, its biophysical properties and cellular functions, remains sparse. Particularly challenging is the analysis of cell wall microdomains such as plasmodesmata. Plasmodesmata are membranous bridges embedded in cell walls facilitating cytoplasm-to-cytoplasm (i.e. symplasmic) transport of diverse factors, including proteins and signalling molecules that control plant development. Here, we review recent research on plasmodesmata cell walls connecting structural and mechanical properties of their components and evidence of their function at plasmodesmata. Most work in this area focuses on callose (a β-1,3-glucan that accumulates at plasmodesmata), but compositional and proteomic analysis indicate interplay with wall pectins, xyloglucans, and cellulose structures that remains under-investigated. We discuss the importance of understanding polymer interactions at the molecular and biophysical level, and their relevance for plasmodesmata biomechanics. We also highlight new techniques and outstanding questions and reflect on the opportunities for translation of knowledge in the improvement of plant traits and in biomaterial design. 

Abstract Microscopy is a fundamental approach for plant cell and developmental biology as well as an essential tool for mechanistic studies in plant research. However, setting up a new microscopy-based experiment can be challenging, especially for beginner users, when implementing new imaging workflows or when working in an imaging facility where staff may not have extensive experience with plant samples. The basic principles of optics, chemistry, imaging, and data handling are shared among all cell types. However, unique challenges are faced when imaging plant specimens due to their waxy cuticles, strong/broad spectrum autofluorescence, recalcitrant cell walls, and air spaces that impede fixation or live imaging, impacting sample preparation and image quality. As expert plant microscopists, we share our collective experience on best practices to improve the quality of published microscopy results and promote transparency, reproducibility, and data reuse for meta-analyses. We offer plant-specific advice and examples for microscope users at all stages of fluorescence microscopy workflows, from experimental design through sample preparation, image acquisition, processing, and analyses, to image display and methods reporting in manuscripts. We also present standards for methods reporting that will be valuable to all users and offer tools to improve reproducibility and data sharing. 

Abstract Cell walls underpin the mechanics of cell growth, intercellular signalling, and defence against pathogenic organisms. β-(1,3)-glucans (also known as callose) are polysaccharides found in plants, fungi, and some bacterial species. In developing plant organs, callose accumulates around intercellular channels (plasmodesmata) controlling cell-to-cell communication. We developed monoclonal antibodies for the detection of β-(1,3)-glucans and using these identified distinct populations of callose differing in size and secondary structure. Callose sub-populations were in proximal but not overlapping cell wall microdomains surrounding plasmodesmata. Moreover, labelling with an antibody that detects larger more complex β-(1,3)-glucans structures (named LM-BDG2) was absent in Arabidopsis meristems implying distinct spatial and functional microenvironments. Biochemical and studies with mutants suggest that the accumulation of LM-BDG2-labelled callose structures is influenced by interactions with xyloglucans (another plant glycan regulating cell wall properties). This work extends current understanding and demonstrates structural heterogeneity in plant β-(1,3)-glucans. It supports interactions between glycans with roles in the regulation of cell wall properties and functions. 

Societal Impact StatementPlants provide oxygen, food, shelter, medicines and environmental services, without which human society could not exist. Tackling pressing and global challenges requires well‐trained plant scientists and plant‐aware individuals. This manifesto provides a practical evidence‐based vision to strengthen plant science education, focused on five strategic priorities. It is relevant to all stakeholders within plant science and beyond: from frontline educators to institutional leaders; from commercial or charitable professionals to entrepreneurs and donors; from individual community members to their legislative representatives. Strengthening plant science education demands concrete actions from all stakeholders, ultimately to the benefit of us all. SummaryPlant science education needs urgent attention. Skilled plant scientists are needed to address major environmental and societal challenges, and global communities require plant‐aware professionals to drive impactful policy, research and environmental stewardship. This manifesto was collaboratively generated by a community of educators who gathered to reflect on the state of plant science education. The forward‐facing document provides a clear strategy for plant science education, complementing existing research strategies. Five themes were identified as essential for meeting the evolving needs of plant science, educators and learners: (i) plants must be at the centre of an education that addresses global challenges and societal values; (ii) plant science education must prepare students for their futures using bold and effective pedagogies; (iii) equity, diversity and inclusion must be robustly embedded in educational practices; (iv) local and strategic partnerships (with industry and beyond) are required to strengthen academic education; and (v) plant science educators need resources and opportunities to develop and connect. The manifesto is intended as a framework for change. Educators, funders, publishers, industry representatives, policymakers and all other members of our communities must commit to sustained investment in plant science education. By proactively and collectively embracing the recommendations provided, the sector has an opportunity to cultivate a new generation equipped with the knowledge, skills and passion to unlock the full potential of photosynthetic organisms.