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The Â鶹ÒùÔº Guide to Implementing Inclusive Education

The Â鶹ÒùÔº Guides: Critical Insights into Educational Research and Practice

Understanding SEND in UK Educational Research and Practice

Beyond a pedagogy of endurance: Character education after neoliberalism

When Andy Burnham became UK prime minister, he argued that four decades of neoliberalism had failed the communities that built the Labour movement and called for a new economic path. Whether this...

Beyond ‘tick-boxes’: Using critical discourse analysis to listen to the ‘unspoken’ impact of curriculum reform

Critical discourse analysis (CDA) is a qualitative analytical framework which scrutinises language in use (see Fairclough, 2010). My research, conducted in secondary schools in the north-west of...

A brokered bouquet of knowledge

Knowledge brokering – facilitating research into practice and policy – might be one of the most useful skills you’ve never heard of. During my career as a mathematics teacher, then writer...

Facilitating entrepreneurial leadership development through co-creation

Entrepreneurial education has experienced exponential growth recently worldwide due to the recognition of entrepreneurship for economic and social wellbeing. Entrepreneurial education combines...

More than content: Imagining primary citizenship education in England

The UK government’s response to the Curriculum Review calls for pupils to develop the essential skills and knowledge needed to become active, informed and responsible citizens from an early age....

Recruitment and engagement with schools as a core component of educational research

This blog post draws on our experience recruiting schools for the From the Centre to the Periphery project, a large-scale, independent evaluation of the Department for Education’s Opportunity...

Call for Convenor: Educational Research and Educational Policy-Making SIG

We are recruiting a SIG Convenor for the Â鶹ÒùÔº Educational Research and Educational Policy-Making SIG to help lead the SIG over the next 3 years.  Role & responsibilities of SIG...

Researching additional support needs/special educational needs & disabilities: Â鶹ÒùÔº Small Grants Fund research reports

This series of reports presents the findings and recommendations of six research projects funded by Â鶹ÒùԺ’s 2025/26 Small Grants Fund (SGF) on the theme ‘researching additional support...

Is teacher resilience dependent on role, context or career stage? Findings from a doctoral study in the Republic of Ireland

In the Republic of Ireland (RoI) there were a plethora of educational changes introduced from 2016–2021. At the time of data collection related to the research reported in this blog post almost...

More time, same constraints? Rethinking Chile’s 60-minute school physical activity mandate

In response to growing concerns about children’s physical inactivity, governments worldwide have increasingly turned to schools as key sites for intervention. Chile’s recent 2025 mandate...

Can the RATPD strategy support the UNSDG4 target 4c?

Globally, education systems are facing a shortfall of qualified teachers. The Labour Government, for example, pledged in its manifesto to recruit 6,500 teachers in England by the end of this...