A new study reveals the extent of the COVID pandemic’s effect on headteachers, including high workloads, stress and exhaustion.
Articles on UK Schools
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Two hours a week is not enough.
There are alternatives to England’s focus on synthetic phonics, which teaches children to decode words by learning the relationship between letters and sounds.
Mental health support teams are helping schools, but not all young people
benefit.
It is proving very difficult to use research to improve schools.
Without nuanced discussion, the film may end up being interpreted by young people in unintended ways.
Being severely sunburnt as a child more than doubles the chance of developing future skin cancer but less than half of primary schools questioned in new research have a sun safety policy.
Principles from cognitive science can help help in the design of more effective teaching materials for maths.
Informal learning is linked with increased numbers of students choosing music at GCSE.
In the academic year 2021-22, 39,930 teachers in England quit.
Education needs to be more aligned with healthy child development, children’s interests, and the importance of relationships for wellbeing.
Tooth decay is the most common reason why young children aged from five to ten are admitted to hospital.
Schools are operating with already stretched resources. But they are an obvious route to supporting children’s mental health.
The government has launched a consultation on the plans.
University maths departments are shrinking or closing.
Of the 1.5 million children in English schools identified for SEN services, only one in three – 0.5 million – were girls.
Our findings suggest that increasing teacher pay over their whole career would help.
A teacher reflects on how Section 28 affected her career and the young people she taught.
Disability may place constraints on a family’s ability to take vacations during the school holidays.
Schools are aware that it is hugely beneficial for them to work with parents and carers – especially when teaching topics that are deemed sensitive.
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