Transitions, wellbeing and mental health: Education after lockdown

It is important to mark the Covid-19 lockdown as a significant transition which educators and students experienced. We all, to varying degrees, experienced a range of social, cultural and...

Transitions, wellbeing and mental health: Education after lockdown

Transitions, wellbeing and mental health: Education after lockdown

The stresses and strains affecting the mental health and wellbeing of those working in education settings are well documented and were evident long before Covid-19 was placed into the mix (Kidger...

Call for papers: What place for activism in, for and as education?

A proposed special issue of the British Educational Research Journal

‘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...

Developing workplace support for childhood trauma survivors: A toolkit for employers

The extent of childhood trauma in our society is only too apparent when you read the data. One in five adults, for example, aged 18 to 74 years has experienced at least one form of child abuse...

HE Education Research Census 2022

The UK-wide census of all HE-based education researchers has just been launched. It is a nationwide census examining the characteristics, experiences and attitudes of education researchers...

Summer 2022

Pandemic, protests, recovery, opportunities: Repositioning of educational research, teaching & learning  Research Intelligence issue 151 This second decade of the 21st century continues to...

Leaderless leading: How the pandemic has unleashed a collective impetus to ‘rethink’ further education

Educational leadership on the threshold of a post-pandemic world

‘There is no power for change greater than a community discovering what it cares about.’ Wheatley, 2002 The above quote appears in a boxed feature in the inaugural edition of #JoyFE...

College leadership in a time of Covid-19: Learning to distribute leadership, learning to listen?

Educational leadership on the threshold of a post-pandemic world

Often teams will show you the right direction from being honest, because in a pandemic there was so much to do from a leadership point of view, and it was overwhelming at times because everything...

Positioning ‘play’ purposefully in the adult language learning classroom

The playful academic

Times are tough for university students and teachers alike in this pandemic world. ‘Play’ could offer an easy antidote to the soulnessness of digital overload. Incorporating ‘fun’ and...

Becoming a playful academic: A personal story

The playful academic

Throughout my life I have been exposed to an increasingly stressful and demanding expectation to perform, dictated not only by society (cultural pressures) but also through beliefs deeply...

New series of the BERA podcast

This autumn we have launched a new series of the BERA podcast. Over the next few weeks we will continue to feature emerging research which connects to policy and practice.  Already we have...