Taking notice: Children’s observation skills in nature as a basis for the development of early science education

Wellbeing and being outdoors

‘In that earliest childhood, we get those invisible glasses through which we look at the world all our lives, and these glasses color our views.’ Lainšček, 2020 This beautiful quote from...

Editorial: Wellbeing and being outdoors

Wellbeing and being outdoors

Over the past year, as we have been forced to slow down and restrict our activities because of the Covid-19 pandemic, it is has become apparent just how important it is for our health and...

Being active in play environments: The key to children’s health and wellbeing

Wellbeing and being outdoors

Playground closures due to the ongoing pandemic have led to urgent calls for city councils and authorities in the UK to keep play spaces open. Parents and experts reason that home isolation has...

Lessons learned from the impact of the Covid-19 pandemic on young people with autism

Covid-19, education and educational research

The advent of the Covid-19 pandemic affected all educational institutions without warning. From our experience, it seems that special schools, particularly those that work with young people with...

Summer 2021

The serious side of nature, outdoor learning & play International perspectives Research Intelligence issue 147 The special section in this issue looks beyond the dominant Eurocentric and...

Integrating sustainable food in school systems

Embedding sustainability education in practice

Food. It’s on the curriculum (in science, geography and design technology). It’s in our dinner halls. It’s in our playgrounds. It’s in our staffrooms. Food is everywhere. Delicious,...

Embedding sustainability education in practice

A series of blogs that explore how new initiatives in a number of countries are developing and delivering education for sustainable development, from the early years to higher education.

Little fish, big streams: Early in-class maths ‘ability’ groups, early teacher judgements & primary schoolchildren’s later maths self-concept

Maths self-concept is important, not only for children’s experiences within education but because it is strongly related to subject choice, attainment and adult careers (Hansen & Henderson,...

Access to education in a time of pan(dem)ic in Jamaica: Rural and urban primary schools’ experience

Education & Covid-19: BERA Small Grants Fund research

As the scale of the Covid-19 pandemic became clear, on 14 March 2020 the Jamaican government moved teaching and learning online and primary schools remained closed for the remainder of the school...

The free school meal voucher scheme & children’s access to food during the Covid-19 crisis

Education & Covid-19: BERA Small Grants Fund research

With schools closed in the UK in response to the Covid-19 crisis, children who would normally receive free school meals were at an elevated risk of food insecurity. However, the voucher scheme...

Education for sustainability: Connecting learners with nature

Education has become an increasingly important part of the international agenda to raise awareness of how we can support action to shape a more sustainable way of life (Rieckmann, 2012). Enshrined...

The problems with resilience thinking

Covid-19, education and educational research

The Covid-19 pandemic has given new currency to the idea of resilience, in terms of adapting to and recovering from adversity. However, in recent years the discourse of resilience has become...