Social acceleration, the rapidly increasing speeding up of the pace of life, has been described and theorised by contemporary social theorists including Paul Virilio, Ben Agger, Thomas Hylland Eriksen, and Hartmut Rosa. While these theorists use illustrations from education, and others such as Foucault and Adam have considered the relationship between education and time, there has been little theorisation of dromology (a term Virilio coined to describe the 'science' of speed) in education studies itself. Given its growing importance as a 'grand theory' in social science, this paper calls for educationalists to recognise the value of theories of social acceleration to gain a better understanding of contemporary educational practices and how the COVID-19 pandemic is illustrative of this.