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The impact of Covid-19 on children in early years settings

In April 2020, senior managers from Kids Planet Day Nurseries[1] approached researchers at York St John University to explore the impact of Covid-19 on the young children in their care. Two...

SENCOs, crisis planning in schools and the international problem of ‘off rolling’ or ‘grey exclusions’

In a newly published study (Done & Knowler, 2021a) we investigated the strategic leadership role of special educational needs coordinators (SENCOs) in planning for Covid-19 with particular...

Exploring the impact of the Covid-19 pandemic on the health & wellbeing of learners with autism

Education & Covid-19: BERA Small Grants Fund research reports

Documenting an explorative qualitative study involving 20 learners with autism aged 14–19 based in the West Midlands region of England, this report considers the impact of the Covid-19 pandemic...

Exclusion & the strategic leadership role of special educational needs co-ordinators in England

Education & Covid-19: BERA Small Grants Fund research reports

This report asks whether and how special educational needs co-ordinators (SENCOs) participated in Covid-19-induced school planning for lockdown, provision for vulnerable pupils and full school...

The experiences of autistic young people & their parents of lockdown & the reopening of schools

Education & Covid-19: BERA Small Grants Fund research reports

This report summarises findings of research into how families of autistic children and young people attending mainstream schools in England experienced and responded to home-schooling and...

Emergency remote learning in the UK: A comparison of March 2020 and January 2021

The Covid-19 pandemic has severely impacted everyday life around the world. In the UK, lockdowns have resulted in the closure of schools to most children for two prolonged periods: March to summer...

Covid-19: Transitioning back to school

Government decisions made during Covid-19 resulted in the closure of many schools, forcing  teachers to move online to ensure that students continued their studies. Described as ‘emergency...

The role of schools in the mental health of children & young people

This report presents a comprehensive review of the existing evidence on school-based approaches to mental health. It covers what is meant by mental health and wellbeing, and why this is...

‘Why can’t I use this voucher?’ The impact of Covid-19 on access and (in)effective support of the school food voucher scheme

The Food Foundation (2020) has found since lockdown started that 5 million people in the UK living in households with children under 18 have experienced food insecurity. A minority (1.8 million)...

Identity building as a pathway to children and young people’s wellbeing in schools

For decades now, there has been a looming child and youth mental health crisis in many developed nations globally (WHO, 2020). Nations have varied in policy responses to the issue, but what many...

Editorial: Wellbeing and being outdoors

Over the past year, as we have been forced to slow down and restrict our activities because of the Covid-19 pandemic, it is has become apparent just how important it is for our health and...

Connecting to the land and nature

KO AHAU TE AWA KO TE AWA KO AHAU I AM THE RIVER, AND THE RIVER IS ME Pleasurable experiences in nature can lead to the development of a positive attitude and active engagement with the natural...