Search

The problems with resilience thinking

The Covid-19 pandemic has given new currency to the idea of resilience, in terms of adapting to and recovering from adversity. However, in recent years the discourse of resilience has become...

Want to increase the take-up of STEM studies? Use carrots and flexibility, and target female students!

The need to encourage more youngsters to study science, technology, engineering, and mathematics (STEM) is a recurrent theme in the educational policy debate, recently fuelled by environmental...

We need an evidence-based expert approach to the post-pandemic recovery of young people

In December 2020, the Westminster government promised to set up an expert group to consider solutions to the huge variability of the impact of the coronavirus pandemic on pupils’ educational...

The Covid-19 pandemic and the early years workforce

The evidence is clear that motivated, knowledgeable and experienced staff are key to supporting children’s development in early years settings (see for example Melhuish, Ereky-Stevens, &...

Children have a right to be involved in decisions about their future education, health and wellbeing

Since the start of the Covid-19 pandemic, children across the world have experienced significant changes to their lives. Save the Children (2020, p. 4) report that an estimated 99 per cent of...

Educational Research and Educational Policy-Making – SIG Convenor Vacancy

The two current convenors Rowena Passy and Sarah Younie are looking for a new convenor to work with them to lead the Educational Research and Educational Policy-Making SIG. The Convenor's term...

England’s teaching school ‘super-hub’ policy: Policy meets practice

On 10 February 2021, the Department for Education (DfE) announced the creation of 81 ‘super-hubs’, properly known as teaching school hubs (TSHs). These, in addition to the six ‘test and...

A (very) inconvenient truth?

At the beginning of January the prime minister claimed that reopening schools was safe and that the benefits of children being in school were ‘huge’ (BBC News, 2021). While educational...

Children’s agency: What is it, and what should be done?

'Oh my God. The Principal came in today and chose a child to read. I knew what I had to do: I knew I had to remind the child to say "p. 35 chapter 4"; I had to remind the child to hold the book in...

The £350 billion home-schooling question

Education research hit the headlines recently. The BBC reported research claiming that time spent out of school due to coronavirus could cost each child £40,000 in lifetime earnings. By the time...

What ‘building back better’ really means for our children: Anne Longfield’s final speech as the children’s commissioner for England

On February 17 2021, Anne Longfield OBE gave her final speech as the children’s commissioner for England. Her words were a clarion cry for the UK’s children, who for the past 12 months have...

BERA Bites, issue 7: Exploring the impact of Covid-19: Pedagogy, curriculum & assessment

BERA Bites

The coronavirus pandemic and its associated lockdowns upended our lives and presented challenges and consequences that were previously unimaginable. Teachers were flung in at the deep end with...