Being a boy who expresses themselves can be a risky enterprise.
Articles on UK Schools
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Physical activity improves cognitive function – our ability to think and process information.
The role is set to become more data-driven and more central to whole-school development than before.
If the practice is already widespread, why make it law?
Boys were twice as likely as girls to be identified with specific learning difficulties
Autistic teachers felt they were making a significant contribution to supporting inclusion in school.
For many young people, climate change education is disconnected from what they see as helpful to everyday life.
Teachers feel unsupported by their schools.
Encourage verifying anything important – news, health claims, law, school facts, statements that may be repeated as “true”.
While the legal route from independent to state provision technically still exists, it has largely fallen out of use, with no conversions taking place since 2017.
The government’s policy promises partnership between families and schools.
Many school policies encourage disciplinary behaviour management strategies and a focus on academic outcomes.
Adults encourage children to assume a progressively more active role in storytelling.
Young people learn online, but are cautious about sharing their own views.
Loud classrooms are a key cause of distress for autistic children.
Children could be empowered to choose activities that enable them to learn the knowledge and skills to make healthy life choices.
Students are choosing to spend hundreds of hours studying a subject, not just a path to university.
The current system is far from perfect, but it cannot be removed without robust reform.
Children with DLD show problems across all their languages and need specialist help.
Ensuring that all young people develop strong climate and nature literacy will be essential for both personal resilience and national prosperity.
Top contributors
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Professor of Education and Public Policy, Durham University
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Associate Professor at the Health Services Management Centre, University of Birmingham
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Professor of Early Childhood and Primary Education, UCL
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Rosalind Hollis Professor of Education for Social Justice, University of Hull
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Associate Professor, School of Education, Durham University
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Professor of Education Research, School of Education, University of Birmingham
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Professor of Education, Sheffield Hallam University
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Assistant Professor of Behavioural Science, Warwick Business School, University of Warwick
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Research Fellow in Social Sciences, Nottingham Trent University
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Lecturer in Education, Swansea University
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Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East Anglia
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Director, Nottingham Institute of Education, Nottingham Trent University
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Professor of Sociology of Education, UCL
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Associate Professor of Education Policy, Nottingham Trent University
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Senior Lecturer in Psychology in Education, University of Bristol