Skip to main content

“Get back to school” headlines eroded teacher wellbeing during the pandemic

Intense public pressure on teachers to “get back to school” during the COVID-19 lockdowns deepened an already widespread sense that they were undervalued and left some actively rethinking their careers research shows.Read the full story.

Synergy between students’ motivation and ‘thinking about thinking’ linked to academic achievement

Students with low motivation also consistently display lower levels of certain essential core thinking skills; which appears to lead to underperformance at school a study in Greece has found.Read the full story.

Teachers ‘learning through talk’ was pivotal to raising maths attainment in London schools

Enabling teachers to learn and problem-solve using ‘oracy’ – or exploratory talk – played a pivotal role in improving maths results at over 20 London schools according to a new analysis.Read the full story.

Sustained, purposeful investment key to ‘leaving no girl behind’, either in education or beyond

A UK-funded programme to support out-of-school girls in low-income countries has significantly enhanced their learning confidence opportunities and prospects a new report says. However sustained strategic and targeted investment will be needed to preserve these gains.Read the full story.

Cambridge Mobilise project seeks to strengthen bridge between early childhood research and policy

The University of Cambridge is to pilot a programme offering civil servants and early years professionals personalised access to recent research and a cross-sector network of expertise to help shape solutions to pressing issues in early childhood policy.Read the full story.