Feeling prepared helped children with their worries.
Articles on UK secondary schools
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Secondary schools introduce separate subject disciplines, many of which are almost impossible to understand without the ability to read fluently.
Pupils must adapt to new teachers, routines, academic demands and social dynamics.
There is no evidence that either academies or local schools produce better results with equivalent pupils.
Beliefs about language are never just about language. They reflect institutional power dynamics.
Would formal exams be a better, and fairer, measure of pupil performance than teacher assessments?
Making the jump from year six to year seven can be stressful, which only adds to the anxiety children feel from the pandemic. Support from parents and teachers alike is vital
The way students have been marked has changed, but that doesn’t mean they don’t deserve their grades.
Women are often drawn to teaching because of the supposed life-work balance. Extreme workloads and inflexible school structures means too many quit early.
Top contributors
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Professor of Education and Public Policy, Durham University
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Professor, Durham 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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Reader in Educational Psychology, Manchester Metropolitan University
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Senior Lecturer, Sheffield Hallam University
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Lecturer in Educational Psychology, University of Manchester
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Reader in Critical Applied Linguistics, Manchester Metropolitan University
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Senior Lecturer in Initial Teacher Education, Sheffield Hallam University
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Associate Professor of Special and Inclusive Education, Kingston University
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Senior Lecturer in Additional Learning Needs, Cardiff Metropolitan University
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Senior Lecturer in Education, Cardiff Metropolitan University
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Senior Lecturer in Psychology (Education), University of Glasgow
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Research Associate, Cardiff School of Education and Social Policy, Cardiff Metropolitan University