Education: The State of the Discipline
A systematic scoping review of the literature on the structures & processes that influence research activities in the UK
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The impact of Covid-19 on early years settings & their staffing decisions
This report shares insights into how Covid-19 impacted upon on the early years workforce in England, Wales and Scotland during the first year of the pandemic, focusing on how pre-existing issues...
New teachers’ responses to Covid-19: Building on initial teacher education for professional learning
A great deal of international research has suggested that teachers struggled with the pivot towards online learning necessitated by the closure of schools in response to the Covid-19...
Editorial: Embedding sustainability education in practice
The global issues of climate change, protecting the environment, and ensuring equity and fairness for all continue to gain increasing prominence in everyday consciousness. The role of education to...
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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.
The free school meal voucher scheme & children’s access to food during the Covid-19 crisis
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...
Social-emotional competences: Conceptualisation, childhood inequalities and predictive value for socioeconomic attainment in adulthood
The development of social and emotional competences is increasingly being recognised as essential for children’s adaptive development in school as well as in other settings and later life (OECD,...
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New teachers’ responses to Covid-19: Getting by or getting ahead?
New teachers might have been expected to experience particular difficulties in moving to remote emergency teaching in March 2020. Funded by a BERA Covid-19 small grant project, we are exploring in...
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The Covid-19 pandemic and the early years workforce
The evidence is clear that motivated, knowledgeable and experienced staff are key to supporting children’s development in early years settings (see for example Melhuish, Ereky-Stevens, &...
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BERA Research Commission 2021/22 – A teacher and youth co-created manifesto for Education for Environmental Sustainability (EfES) from the four jurisdictions of the UK
The primary objective of this commission is to co-create a manifesto for Education for Environmental Sustainability (EfES) in secondary education in the UK. To achieve this, it will design and...
The BERA Blog: Highlights of 2020
A warm and wintery ‘welcome’ to all our readers, wherever you may be. This time last year I wished all of you a seasonal ‘yo-ho-ho’, blissfully unaware of how 2020 would play out. Today,...
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Do private schools make a difference to mental health?
Parents send their children to private schools for a range of reasons, and we know that British private schools are successful in terms of academic attainment and that their alumni tend to go on...
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