The Mediating Role of Camouflaging in the Relationship Between Autistic Traits and Teacher Subjective Wellbeing
About the study: The research explores the relationships between autistic traits, camouflaging (sometimes referred to as masking) and subjective wellbeing within the UK teaching population. Participants do not need to identify as autistic or believe that they have autistic traits to take part, as the study is interested in individual differences across the wider teaching […]
Making it count: Legitimising outdoor learning through school systems and supporting structures
JEN AGER, UNIVERSITY OF CUMBRIA, UK DR DAVE HARVEY, BANGOR UNIVERSITY, UK Introduction and context Outdoor learning (OL) offers well-documented benefits for motivation, wellbeing and holistic development (Waite et al., 2016). Although national initiatives such as the National Education Nature Park highlight growing commitment, OL remains inconsistently embedded in English schools. The National Curriculum review (DfE, 2025) […]
Playful maths, serious gains: Widening participation and boosting engagement through peer scaffolding in secondary classrooms
DR VICKY YIRAN ZHAO, TEACHER OF MATHS, TRUMPINGTON COMMUNITY COLLEGE (PART OF UNITED LEARNING, UK); AFFILIATE RESEARCHER, UNIVERSITY OF CAMBRIDGE, UK Introduction Play, defined by Burghardt (2006), is partially functional but not purposeless, spontaneous yet modified from more serious behaviours, repeated without compulsion, and carried out in psychologically and physically safe contexts. Thus, playful learning is […]
Whole-class approaches for addressing reading underachievement in disadvantaged communities: A comparative study of questioning versus uninterrupted reading
STEVE MURRAY, SEXEY’S SCHOOL, BRUTON, UK JON JAMES, UNIVERSITY OF BRISTOL, UK Introduction In the UK, even prior to the COVID-19 pandemic, a quarter of students were shown to have reading ages of 12 years or below, something that adversely affects academic outcomes across the subject spectrum (GL Assessment, 2020). One method of improving reading ability, enhancing […]
An exploration of the factors shaping the anti-racist praxis of school leaders in England
Are you a current school leader in England? If yes, please consider taking part in this study. •Doctoral study •60-90 minute interview [online or face to face] •Interviews will be scheduled May and June 2026 •Ethical approval from University of West London •Supervisor is Dr Manzoorul Abedin [manzoorul.abedin@uwl.ac.uk] Please email Sabrina Edwards: 21459475@student.uwl.ac.uk
Do technology and artificial intelligence have a place in a Montessori environment?
Preeti Patel, Director of Education and Community at Montessori Global Education Innovation has been at the core of Montessori pedagogy since its establishment. In 1906, when Maria Montessori founded the first Casa dei Bambini (Children’s House), the doors to the Montessori Approach opened using a new and innovative methodology and didactic materials to support children’s […]
AI for learners with SEND: Implementation guidance for safe and effective use
MIKE FINLAY, HEADTEACHER, SPRINGWATER SCHOOL; BOARD MEMBER, WHOLE EDUCATION; SEND ADVISORY GROUP MEMBER, CHALLENGE PARTNERS, UK The rise of Artificial Intelligence (AI) in education brings both opportunities and uncertainty. For pupils with Special Educational Needs and Disabilities (SEND), AI offers the potential for more responsive and personalised support. Yet concerns around ethics, bias and data […]
The use of AI in early years education
ANNELIESE SMITH, EDUCATION PROJECT SPECIALIST, CCT The early years of a child’s education lays the foundation for lifelong learning, but for educators working in nurseries and early years settings, this can come with significant challenges. From designing developmentally appropriate lesson plans to completing detailed observations and administrative reports, the demands on early years professionals are substantial. […]
Personalised learning at scale: What are we willing to trade?
FRANCESCA DE GARIS, AI TRAINING AND DEVELOPMENT LEAD, ELIZABETH COLLEGE, GUERNSEY Let’s briefly imagine that a generative AI (GenAI) system was adopted at scale in education and used as personal learning assistants for students. Every student is given full access, and it is used to teach all current subjects. It is trained on the national […]
Exploring the potential of AI tools in language learning
ELÍAS VALDUEZA GARCÍA, DEPARTMENT OF LANGUAGES, HARROW INTERNATIONAL SCHOOL HONG KONG, HONG KONG SAR In this article, I reflect on my use of a number of AI tools with my students at Harrow International School, analysing their views and finding common ground with educational research on the use of AI tools in language learning. I […]
Unmasking the machine: A critical reflection on evaluating AI-generated content in a pedagogical setting
JAMES RAWBONE, HEAD OF ADDITIONAL EDUCATIONAL NEEDS, ST LAWRENCE COLLEGE, UK Pontius Pilate once asked, ‘What is truth?’. An answer to such a question is beyond the remit of this article; Benjamin Freud (2025) reminds us that as teachers, however, it is important that we can be confident that the material we present to our […]
Are teachers prepared for the AI classroom? Teacher self-efficacy and career awareness in secondary AI education
ROBERT WHYTE, DIANA KIRBY AND SUE SENTANCE, RASPBERRY PI COMPUTING EDUCATION RESEARCH CENTRE, UNIVERSITY OF CAMBRIDGE, UK Introduction As artificial intelligence (AI) plays an increasingly important role in everyday life, there is a rapidly growing demand to inform and educate young people about how it works and its impact on society. AI and data science […]
Enhancing safe practice and teacher competence in AI integration: A professional development study
TAREK EL BABA, FACULTY OF EDUCATION, MAKASSED UNIVERSITY OF BEIRUT, LEBANON Introduction The integration of Artificial Intelligence (AI) tools in K–12 (ages 5-18) education is no longer a futuristic concept but an ongoing reality. AI technologies such as adaptive learning platforms, automated grading systems and AI-powered teaching assistants are reshaping teaching and learning by offering […]
Safeguarding rewired: Changing systems, evolving risks, and a new institutional response in an AI context
LAURA KNIGHT, MED PGCE FCCT FRSA CMG FOUNDER AND CEO, SAPIO LTD, UK Children in the 2020s are growing up in environments shaped by algorithmic systems that influence what they see, how they connect, and how they feel. These are not merely social media platforms, but AI-driven ecosystems designed to recommend, generate, and adapt content, […]
Beyond the algorithm: Developing a culturally responsive and ethically sound AI policy in schools
RYAN GREEN, DIRECTOR, EMERALDS INTERNATIONAL SCHOOL, PORT SAID, EGYPT Recent research provides useful frameworks for evaluating the risks and responsibilities involved in adopting AI (artificial intelligence) in schools. Floridi and Cowls (2019) offer principles such as fairness, accountability, and explainability; relevant when assessing tools that automate grading or flag student behaviour. Chelladurai and Bhatia (2023) […]
Involving parents and carers in AI use
JOE ARDAY FCCT, COMPUTER SCIENCE TEACHER, BRENTWOOD COUNTY HIGH SCHOOL (PART OF THE OSBORNE CO-OPERATIVE ACADEMY TRUST), UK As an educator, I know that students adapt very quickly to the latest technology and AI has been no exception to this. For many young people, artificial intelligence (AI) is considered to be the best thing since […]
Supporting not replacing: Using AI to support report writing and practising difficult conversations
OMAR MURTAZA, DEPUTY HEAD OF SECONDARY AT THE BRITISH SCHOOL IN TOKYO, JAPAN At the British School in Tokyo, we’ve been exploring two simple but powerful ways Artificial Intelligence (AI) can support our teachers: helping write reports and supporting them to practise difficult conversations. Both examples show that, when used thoughtfully, AI can do more […]
A school-wide strategy which helps students to use AI without hindering their ability to think for themselves
JONATHAN MARSHALL, ASSISTANT HEAD ACADEMIC DEVELOPMENT, ST ALBANS HIGH SCHOOL FOR GIRLS (STAHS), UK Introduction This article explores how an independent secondary school in Hertfordshire with 798 students drew up an artificial intelligence (AI) policy and strategy which balances caution with opportunities for students to learn to use the technology wisely. Specifically, our aims are […]
Using GenAI: What do teachers really need to know?
HANNAH OWEN, CLASS TEACHER, RIVERSIDE PRIMARY SCHOOL; PHD RESEARCHER, UNIVERSITY OF CAMBRIDGE, UK My first experience of using artificial intelligence (AI) almost crept up on me. I was aware of some of the AI tools available, particularly ChatGPT, but had yet to try them out. Yet one morning, as I was preparing a spelling activity for […]
Social media use, gender stereotypes and bullying: Selected reading
The TV series ‘Adolescence’ has received a lot of attention on and offline since it first became available to watch. It tells the story of a 13-year-old boy who brutally murders a female classmate and explores important issues including adolescents’ social media use, misogyny and gender stereotypes. Following announcements from the streaming service to make […]