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Prioritising ‘fair’ play in Northern Ireland primary schools

Education research: Northern Ireland

For many years, Northern Ireland has been renowned for producing academically high-achieving pupils, and while this has been the case for some young people, issues of division and inequality are...

Inequalities in language learning: What are they and how can we fix them?

Education research: Northern Ireland

Young people in the UK are less likely to study a language in upper secondary school than their European peers, and not just because they already speak English (European Commission, 2017). In...

‘Learning for All’

BERA is funding six new small grants in 2022/23 under the title “Learning for all”. These grants support projects which examine educational provision in its widest sense that seeks to provide...

Bringing educational isolation into focus: Identifying non-urban schools and targeting resources to improve educational outcomes

Imagine you’re a student in an isolated secondary school in a rural, coastal or former industrial area of England. You look and sound like all your classmates; there’s very little diversity....

Can we really trust socioeconomic measures used in PISA tests?

The Organisation for Economic Co-operation and Development (OECD) conducts the Programme for International Student Assessment (PISA) study of 15-year-old students’ academic achievement. In order...

School exclusions: What does research tell us about the scale of the problem and challenges?

School exclusion is a hot issue within education and there is growing concern about the numbers of exclusions and off-rolling in schools in England. In particular, a number of studies have drawn...

Why is it that we can predict every year which types of students will have been excluded from school?

BERA Early Career Researcher Network Symposium Series 2022

While the numbers may change, the trends are largely the same: young people from certain minority ethnic groups, those who receive free school meals, those who are care-experienced or who are...

Where is the love? Invoking dispolitical love as a force for change in SEND policy and practice

Spotlight on SEND: Curriculum design and practice

Where is the love in special educational needs and disabilities (SEND) policy? Politicising love, as a force for driving social justice and change, has deep roots in Black feminist activism (Nash,...

SEND: Looking through an intersectionality lens

Spotlight on SEND: Curriculum design and practice

This blog post explores the concepts of special educational needs and disabilities (SEND) and intersectionality, and highlights the importance of having an awareness of how these are linked. I...

Food banks in schools and the ‘cost of living’ crisis

In the UK, over 2.6 million children experience food insecurity, which is defined as those who have limited or unreliable access to food due to a lack of financial resources (Power et al., 2020;...

Social Justice SIG Convenor Vacancy 2022

Call for SIG Convenor This SIG promotes dialogue on educational policies and practices at all levels in terms of supporting or inhibiting social justice. We are committed to developing a range of...

SIG Forum Meeting – Social Justice

Unfortunately this event has now been postponed. We will confirm when a new date has been confirmed. Join the Social Justice SIG annual meeting to network with colleagues, learn about the...