The rise of the flexible and remote teacher: A primary school’s response to the Covid-19 context in London

Covid-19, education and educational research

On Friday 29 May 2020, ITV ran a story on the London regional news about a primary school whose pupils were reported to be ‘traveling the world’ through the adoption of video conferencing (VC)...

Time for educational researchers to take their place in the sun?

Covid-19, education and educational research

As recent posts on the BERA Blog have demonstrated, in the quiet chaos of lockdown a range of taken-for-granted assumptions (Courtney et al., 2020), competencies (Zhou & Wolstencroft, 2020) and...

Making post-GCSE decisions during the Covid-19 crisis: The need for action

Covid-19, education and educational research

In the public debate about the impacts of the Covid-19 lockdown on education, much attention has understandably been given to concerns about disadvantaged children falling behind at school, and to...

The new core maths qualifications: A welcome opportunity, but what is their place in the curriculum?

We are approaching the end of a three-year project, funded by the Nuffield Foundation, investigating the successes and challenges of core maths (CM), a set of post-16 qualifications introduced in...

Practical science and pandemics

Covid-19, education and educational research

As the whole planet finds itself engulfed in the midst of the Covid-19 pandemic, it has become increasingly clear that the public needs to be well equipped with the skills to deal with scientific...

BERA joins call to cancel the introduction of Reception Baseline Assessment (RBA) in the Autumn term

BERA President Dominic Wyse is one of the co-signatories to an open letter that calls upon the Government to abandon its plan to introduce the reception baseline assessment into primary schools in...

Digital masters? Reflecting on the readiness of students and staff for digital learning

Covid-19, education and educational research

If we assume that necessity really is the mother of invention, then the problems of delivery that arose when the Covid-19 virus crisis hit UK higher education represented a golden opportunity for...

Why do school exclusion rates continue to rise in England?

Children and young people excluded from school for poor behaviour have lower than average educational outcomes. They are more likely to experience ‘deep exclusion’ (Levitas et al., 2007), with...

Pay and conditions in universities: BERA’s solidarity with academics

In the 21st century, working in a university is a demanding and complex job. The expectations of academic staff are numerous. We are required to publish world-leading research outputs, and our...

Education practitioners’ and students’ perspectives on youth mental health first aid provision within education settings in England

Researching education and mental health: From ‘Where are we now?’ to ‘What next?’

The Youth Mental Health First Aid in Schools programme (Youth MHFA) is a policy initiative intended to enable education practitioners to spot the signs of mental health issues in children and...

Continuities in mental wellbeing from adolescence into early adulthood

Researching education and mental health: From ‘Where are we now?’ to ‘What next?’

We are concerned here with the extent of mental wellbeing and, in particular, distress and other difficulties with wellbeing, and whether such difficulties continue as young people move from...

Whole-school approaches to building resilience and promoting mental health: Embracing complexity

Researching education and mental health: From ‘Where are we now?’ to ‘What next?’

In the context of increasing demand for specialist mental health (MH) services, emphasis has been placed on school-based early intervention to prevent or de-escalate later MH issues. The case for...