As the school year in England begins once again against an evolving Covid-19 backdrop, we ask what this latest set of circumstances means for issues of inclusion, including which students will...Continue reading
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This blog reflects on a study recently published in Review of Education that investigated teachers' perspectives on supporting bereaved children in British primary schools (Abraham-Steele &...Continue reading
Content and language integrated learning and extensive processing instruction: A useful partnership for language teaching?
The teaching of modern foreign languages (MFL) in English secondary schools is generally accepted to be in crisis. Entries for GCSE, A-level and university degrees have steadily declined. Even...Continue reading
The past year and the pivot to online learning has highlighted and exacerbated inequities in education systems around the world. It is more apparent than ever that our schools must do better at...Continue reading
The peaks and troughs of the Covid-19 pandemic continue to impact on almost every aspect of our daily lives, and initial teacher education (ITE) is by no means an exception. Reflecting on changes...Continue reading
In A Sanskrit Dictionary, Monier-Williams (1899, p. 854) defines yoga as ‘an application of the thoughts, abstract contemplation, meditation, (esp.) self-concentration, abstract meditation and...Continue reading
Maths anxiety (MA) plays a role in educational disparities and the gender pay gap, yet it is not often addressed at the chalkface. Covid-induced school disruption may have made learning for...Continue reading
Research on the Covid-19 pandemic draws attention to its unequal impacts on differently positioned families, particularly highlighting the acute struggles of disadvantaged families (see for...Continue reading
SENCOs, crisis planning in schools and the international problem of ‘off rolling’ or ‘grey exclusions’
In a newly published study (Done & Knowler, 2021a) we investigated the strategic leadership role of special educational needs coordinators (SENCOs) in planning for Covid-19 with particular...Continue reading
Documenting an explorative qualitative study involving 20 learners with autism aged 14–19 based in the West Midlands region of England, this report considers the impact of the Covid-19 pandemic...
This report asks whether and how special educational needs co-ordinators (SENCOs) participated in Covid-19-induced school planning for lockdown, provision for vulnerable pupils and full school...