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...

What have we learned about effectively using assessment data during remote learning over the past year?

Covid-19, education and educational research

During the Covid-19 pandemic, many teachers around the globe found themselves forced to teach in remote or online environments. This blog post explores initial findings about the assessment data...

We need an evidence-based expert approach to the post-pandemic recovery of young people

Covid-19, education and educational research

In December 2020, the Westminster government promised to set up an expert group to consider solutions to the huge variability of the impact of the coronavirus pandemic on pupils’ educational...

The impact of school closures on pupils with English as an additional language

Covid-19, education and educational research

Pupils with English as an additional language (EAL) attract a great deal of interest among policymakers, school leaders and teachers, yet there are relatively few studies that have examined EAL...

Is it okay to HIIT in primary physical education?

Covid-19, education and educational research

High-intensity interval training (HIIT) is a form of exercise that involves repeated bouts of near-maximal effort often followed by short (60 seconds) recovery times (ACSM, 2014). HIIT is popular...

Children have a right to be involved in decisions about their future education, health and wellbeing

Covid-19, education and educational research

Since the start of the Covid-19 pandemic, children across the world have experienced significant changes to their lives. Save the Children (2020, p. 4) report that an estimated 99 per cent of...

A curriculum for wellbeing: Improving all aspects of wellbeing in curricula & schools

How should the wellbeing of both pupils and staff be integrated into curriculum development? This collection, edited by Victoria Pugh, presents answers to this question from a diverse range of...

Misled by short-term performance in lessons: Applying the science of memory in the classroom

Successful learning depends upon the functioning of human long-term memory (LTM) – a set of psychological processes that allow us to retain skills and knowledge over the long term, and which...

Spring 2021

Research Intelligence issue 146: Contemporary issues in mental health and wellbeing in education

‘The significant return to normality’: Back to school in England, but who is missing?

Covid-19, education and educational research

As part of the gradual lifting of lockdown measures in England, following the ‘second wave’ of the Covid-19 pandemic here, schools reopen wholesale today, 8 March 2021. For many parents and...

Children’s agency: What is it, and what should be done?

'Oh my God. The Principal came in today and chose a child to read. I knew what I had to do: I knew I had to remind the child to say "p. 35 chapter 4"; I had to remind the child to hold the book in...

BERA Bites, issue 7: Exploring the impact of Covid-19: Pedagogy, curriculum & assessment

BERA Bites

The coronavirus pandemic and its associated lockdowns upended our lives and presented challenges and consequences that were previously unimaginable. Teachers were flung in at the deep end with...