Rethinking ‘girls into STEM’ initiatives
In this Â鶹ÒùÔº Blog Special Issue, guest editors Martina Dickson and Saima Salehjee critically consider ‘girls into STEM’ (science, technology, engineering and mathematics) initiatives, debating...
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Editorial: Rethinking ‘girls into STEM’ initiatives
In this Â鶹ÒùÔº Blog Special Issue, we critically consider ‘girls into STEM’ (science, technology, engineering and mathematics) initiatives, sharing our understanding of their purpose and...
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From assessment anxiety to academic confidence: Embedding formative support in higher education
Assessment support helps students to understand expectations and improve performance through feedback, enhancing learning and confidence (Tai et al., 2018). Embedding feedback also improves...
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Ethical Dilemmas in Educational Research: Publication and dissemination practicesÂ
How do researchers make ethical decisions about sharing their work, and who gets to access the knowledge they produce? In this episode, we explore alternative approaches to publication and...
Autumn 2026
Research Intelligence issue 168: Teacher wellbeing across diverse contexts: Research & practice perspectives
By design, not by chance: Why access to oracy remains unequal
The Department for Education’s 2024 Employer Skills Survey of more than 22,000 UK employers found that communication skills remain among the most sought-after capabilities in the workforce (DfE,...
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Demystifying problem-based learning in teacher training curriculum: A systematic review
This blog post emphasises our efforts as teacher educators in championing problem-based learning (PBL) and creating further awareness of its relevance in teacher education. Problem-based learning...
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Key changes to SEND in England in the 2026 schools white paper
The publication of the Department for Education’s 2026 schools white paper Every child achieving and thriving marked a significant turning point in the reform of special educational needs and...
Editorial: Key changes to SEND in England in the 2026 schools white paper
The publication of the Department for Education’s 2026 schools white paper Every child achieving and thriving marked a significant turning point in the reform of special educational needs and...
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When ‘coping’ hides crisis: Rethinking participation in education
The 2026 special education needs and disabilities (SEND) white paper, Every Child Achieving and Thriving, sets out a plan to strengthen inclusion and improve early identification of need. Central...
Continue reading blog postConsidering autistic girls in the SEND reforms
The arrival of the white paper Every child achieving and thriving (DfE, 2026a) together with the consultation, SEND reform: Putting children and young people first (DfE, 2026b) is long awaited. At...
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Key changes to SEND in England in the 2026 schools white paper: Will they make a real difference?
This blog post explores proposed reforms set out in the Department for Education’s white paper Every child achieving and thriving, their implications and how they respond to longstanding...
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