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The corridors of silence

Our vernacular is somewhat noisy with idioms of silence: deafening silences; as silent as the grave; a wall of silence; suffering in silence. Other idioms offer implicit references to silence,...

The impact of Covid-19 on early years settings & their staffing decisions

Education & Covid-19: BERA Small Grants Fund research

This report shares insights into how Covid-19 impacted upon on the early years workforce in England, Wales and Scotland during the first year of the pandemic, focusing on how pre-existing issues...

Great Mistakes in Education Policy: And how to avoid them in the future

Online registration for this event has now closed, to register please email events@bera.ac.uk. Link to event recording #BERAEdPolicy @BERANews In their book, ‘Great Mistakes in Education...

Being active in play environments: The key to children’s health and wellbeing

Wellbeing and being outdoors

Playground closures due to the ongoing pandemic have led to urgent calls for city councils and authorities in the UK to keep play spaces open. Parents and experts reason that home isolation has...

Great Mistakes in Education Policy: And how to avoid them in the future

In their book, ‘Great Mistakes in Education Policy – And how to avoid them in the future’, Ruth Lupton (University of Manchester) and Debra Hayes (University of Sydney) argue that despite...

Lessons learned from the impact of the Covid-19 pandemic on young people with autism

Covid-19, education and educational research

The advent of the Covid-19 pandemic affected all educational institutions without warning. From our experience, it seems that special schools, particularly those that work with young people with...

Building a curriculum for a sustainable future, democratically

Embedding sustainability education in practice

Our planet is currently undergoing a climate crisis, exacerbated by pollution, exploitation and anthropogenic activity (WWT, 2019). Education is a fundamental tool in helping to reduce further...

Are the Sustainable Development Goals sustainable?

Embedding sustainability education in practice

Agreed in 2015 by the member states of the United Nations, the 17 Sustainable Development Goals (SDGs) are the primary international instrument ‘to end poverty in all its forms everywhere’....

Embedding sustainability education in practice

A series of blogs that explore how new initiatives in a number of countries are developing and delivering education for sustainable development, from the early years to higher education.

Geographies of elite higher education participation: An urban ‘escalator’ effect

There is increasing attention on geographic inequalities in access to higher education (HE). This blog summarises a recently published article (Davies, Donnelly, & Sandoval-Hernandez, 2021)...

The great algorithm fiasco

When A-level examinations were cancelled in March 2020, the government instructed the Office of Qualifications and Examinations Regulation (Ofqual) to instead issue ‘calculated grades’ based...

Social-emotional competences: Conceptualisation, childhood inequalities and predictive value for socioeconomic attainment in adulthood

The development of social and emotional competences is increasingly being recognised as essential for children’s adaptive development in school as well as in other settings and later life (OECD,...