Suzanne Carrington

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“Slow” movements promote concepts of mindfulness and a consideration of process as well as outcomes. Shutterstock/Jaromir Chalabala

For long‑term improvements, schools need to slow down

Jess Harris, University of Newcastle; Mel Ainscow, University of Manchester; Nerida Spina, Queensland University of Technology, and Suzanne Carrington, Queensland University of Technology

Pressure on schools to make rapid improvements discourages deeper thinking about long-term solutions. Education can learn a lot from “slow” movements.

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