Effective strategies to reduce bullying in schools

What is bullying? When defining bullying, it is important to distinguish between bullying behaviour and relational conflict. Whilst relationships with peers can be complex and conflict can often occur, the Anti-Bullying Alliance (ABA) defines bullying as behaviour ‘that is intentional, repeated and occurs between individuals, or groups of individuals, between whom there is a distinct […]

Developing mathematical graphics in the Early Years

Young children’s graphical representations are as valuable to mathematical learning as their early mark-making is to their writing development (Carruthers and Worthington, 2011). They support deep-level learning and provide an important foundation for the future. In this article, we explore the development of children’s mathematical graphics in the Early Years, how this can be supported […]

Neuromyths about Special Educational Needs: What should teachers know

Jo Van Herwegen, Associate Professor, Psychology and Human Development, Faculty of Education and Society, UCL, UK  Michael Thomas, Director, Centre for Educational Neuroscience, Birkbeck, University of London, UK  Chloe Marshall, Professor, Psychology and Human Development, Faculty of Education and Society, UCL, UK Rebecca Gordon, Associate Professor, Psychology and Human Development, Faculty of Education and Society, […]

Using cognitive science principles to design a knowledge-rich primary science curriculum

Rebecca Wardell, Primary Trust Assistant Principal, Dixons Academies Trust and Dixons Music Primary, UK In 2017, a major report funded by the EEF (Nunes et al., 2017) found strong evidence of a link between socio-economic status and science attainment. This science attainment gap becomes apparent at Key Stage 1 and gets wider throughout the rest […]

In it for the long haul: Building trusting relationships with parents

Jean Gross, independent consultant and author, UK  Nicola Noble, co-headteacher, Surrey Square Primary School, UK; Trustee, Magic Breakfast, UK Liz Robinson, Co-Director, Big Education, UK; Trustee, National Literacy Trust, UK A large body of research (Castro et al., 2015) has found substantial associations between students’ attainment and the extent of their parents’ engagement with their […]