Developing a sustainable Wales & beyond

Embedding sustainability education in practice

With ink barely dry on the Curriculum for Wales, which was universally accepted in Wales on 10 March 2021, the purpose-driven curriculum that Graham Donaldson (2015) outlined has set out a clear...

Editorial: Embedding sustainability education in practice

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...

A case study of blended pedagogies used in an early years undergraduate degree

Embedding sustainability education in practice

This case study explored the tensions of using digital technology alongside an outdoor, sensory approach to learning (Sakr, 2020; Hughes, 2011); the effects on student learning; and the...

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

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...

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,...

The Covid-19 pandemic and the early years workforce

Covid-19, education and educational research

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, &...

Bubble, toil and trouble: School leadership as Shakespearean tragedy in and after Covid-19

Covid-19, education and educational research

In Shakespeare’s Macbeth, the witches exacerbate divisions, push ambition through brute force, hierarchy and power; their interventions end in the wicked destruction of leadership potential and...

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 was to co-create a manifesto for Education for Environmental Sustainability (EfES) in secondary education in the UK.  To achieve this, the commission...

How has Covid-19 affected the way in which teacher educators engage their students with learning?

Highlights from the first 1,000 BERA Blog postsCovid-19, education and educational research

In this blog we seek to understand the impact that the sudden and enforced move to online teaching due to the Covid-19 pandemic has had on the perceptions of teacher educators in initial teacher...

The BERA Blog: Highlights of 2020

BERA Blog end of year highlights

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,...

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...