Search

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...

Spring 2021

Research Intelligence issue 146: Contemporary issues in mental health and wellbeing in education

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...

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...

Why we need our world history teacher to be a Martian

‘In space, race doesn’t matter, nationality doesn’t matter. In space, you see the world as a globe and you don’t see the boundaries.’ Maggie Aderin Pocock, space scientist Figure 1:...

BERA Bites, issue 6: Researching education & mental health: From ‘Where are we now?’ to ‘What next?’

BERA Bites

The mental health and wellbeing of learners and teaching staff rank among some of the most pressing issues facing education in the coming decade. Even before the Covid-19 crisis hit, there was...

Conducting research during the pandemic using an ‘ethics of care’

The Covid-19 pandemic has created economic and social instability for many people in Britain and around the world. As such, we might consider it an experience of ‘collective trauma’, combining...

Access denied: Education in rural India during Covid-19

The disruptive effects of the Covid-19 pandemic are borne disproportionately by already disadvantaged social groups. When all educational institutions across India shifted to online and distance...

Exclusion and the strategic leadership role of special educational needs coordinators (SENCOs) in England: Planning for Covid-19 and future crises

Disproportionality (the overrepresentation of specific social groups) in school exclusion data is well documented (DfE, 2019). Similarly, time and funding pressures faced by special educational...

Invisible disabilities: Ableism in education

Education and higher education have always been associated with specific ways of working and presenteeism. Teachers or lecturers needed to be in the room to teach or to attend meetings and...

Who is Australian? Textbooks continue to exclude Black, Indigenous and people of colour from Australianness

Both the explicit and implicit messages that schoolchildren receive from their textbooks matter. My research focuses on race and national belonging and how these have changed from the 1950s to the...