This research summary is part of an online module on refugee education – Chartered College of Teaching members can access this learning for free. This article summaries the following original research article: Taylor S and Sidhu R (2012) Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education 16(1): 39–56. […]
This research review is part of an online module on refugee education – Chartered College of Teaching members can access this learning for free. Introduction English as an additional language (EAL) support is central to ensuring that refugee and asylum-seeking children remain and thrive in education. In addition to supporting their English language and thus […]
This article is featured as part of a bitesize CPD unit on supporting children and young people who have experienced trauma This research review is based on a chapter that was previously published in Muller and Goldenberg (2022), a report in our ‘Education in Times of Crisis’ series: Müller LM and Goldenberg G (2020) Grief, […]
Martin Baker and Mike Glanville, The Safeguarding Company Introduction Safeguarding addresses a school’s fundamental responsibility to protect children from harm, prevent the impairment of their physical and mental health or development and take action to enable all children to have the best outcomes. Safeguarding as a practice was formalised in statutory guidance for educators […]
Dr Verity Jones, Dr Chris Pawson, Dr Tessa Podpadec, Luci Gorell Barnes, Dr Sarah Whitehouse, Justin Vafadari University of the West of England, Bristol, UK This case study relates to research with 9-11 year olds. The project was funded by the mental health charity, Emerging Minds, and had ethical clearance from the University of the […]
This case study is part of a bitesize CPD learning unit on anxiety. In the following video case study, Helen Clarke, who runs a consultancy providing autism training to schools and organisations, discusses some common causes of anxiety for pupils with autism and outlines some steps that schools and teachers can take to avoid or […]
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 […]
Cara Carey, Development Lead, Teach First, UK Christopher Terry, Development Lead, Teach First, UK The negative impact of mental health conditions on academic performance is well documented (Agnafors et al, 2021). It is logical therefore to try to address this pre-emptively, ensuring that students are happy and supported at school, rather than only addressing mental […]
Rachel Bostwick, Carnegie School of Education, Leeds Beckett University Walk through the gates of an average school and you’re likely to find a child anxious about schoolwork, friendships or a situation at home such as a family break up or a sick relative. Wellbeing issues such as anxiety can have a significant impact on a […]
Impacts of excessive screen time on children and young people John Parkin and Shahina Pardhan, Anglia Ruskin University, Cambridge, UK The COVID-19 pandemic caused an unprecedented move to emergency remote learning around the world (Hodges et al., 2020), with movement restricted and schools partially closed. This led to increased digital screen time for children […]
This article summaries the following research article: Maine F, Brummernhenrich B, Chatzianastasi M et al. (2021) Children’s exploration of the concepts of home and belonging: Capturing views from five European countries. International Journal of Educational Research, 110. DOI: .org/10.1016/j.ijer.2021.101876. Introduction A sense of belonging is an important part of children’s development of self-awareness and […]
This article summarises the following research article: Cook V, Maine F and Čermáková A (2022) Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk. London Review of Education 20(1) DOI: 10.4324/LRE.20.1.02. Introduction Provisional language, such as might/maybe/could/perhaps, is vague language that can be used to encourage open […]
This article summaries the following research article: Maine F and Čermáková A (2021) Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction 29: 100500. Introduction The features and benefits of dialogic teaching are well researched and recognised. Yet we know relatively little about the nuanced […]
This case study is part of a bitesize CPD learning unit on sleep and screen time. In this case study Amy Sayer (FCCT), Mental Health Trainer and author of Supporting Staff Mental Health in Your School discusses the relationship between sleep and mental health and how to support students with developing good sleep habits. Further reading […]
This research review is based on a chapter that was previously published in Muller and Goldenberg (2022), a report in our ‘Education in Times of Crisis’ series. Debates around the use of technology and the internet by young children have been dominated by strong opposition and concerns about its impact on children’s development as […]
