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...

What do we know, so far, about the best ways to help users use good research evidence?

Research evidence is considered important, contributing to improvements in education policy and practice. High-quality evidence can lead to important gains for the public and for society....

Mental health and wellbeing in doctoral students from black, Asian and minority ethnic (BAME) backgrounds

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

There is a large body of evidence for the poor mental health of both undergraduate and postgraduate students in higher education settings (Peluso, Carleton, & Gordon, 2011), leading to the Higher...

Personal values and trainee teacher wellbeing

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

Values and wellbeing Many teachers in England and Europe report the demands of their job harm their wellbeing (Education Support, 2019; ETUCE, 2011). Poor wellbeing is cited as a key reason why...

Teacher wellbeing: A systemic perspective

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

Education Support is the mental health and wellbeing charity of the education sector. We provide accredited counselling and welfare support to individuals, wellbeing services that enable schools...

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

The mental health and wellbeing of both learners and teaching staff are among the most pressing issues facing education in the coming decade. This special issue of the BERA Blog presents a...

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...

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...

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

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

The mental health and wellbeing of learners and teaching staff rank among some of the most pressing issues facing education as we enter a new decade. Growing rates of emotional distress among...

Self-harm in primary-aged school children

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

Finding ways to support and identify children and young people (CYP) who self-harm is an important social issue. Incidences of self-harm in CYP in the UK have risen in the last 20 years, with the...

Tender: A literature review to understand the structures and processes that influence research activities in the UK

One strand of BERA’s work historically has been a role in charting the state of educational research in the UK. For example, the BERA Observatory (Oancea and Mills, 2015) which was an initiative...

Interim Policy Adviser – British Educational Research Association

BERA has grown and developed in recent years and is now home to a large number of leading educational researchers. We have also undertaken significant projects that impact upon policy and...