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

Closes 26 Sep 2026

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...

Ethical Dilemmas in Educational Research: Publication and dissemination practices 

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...

When absences matter: Timing of school attendance and achievement

School attendance is regarded as a key driver of children’s academic success (Morrissey et al., 2014). Missing school is consistently associated with lower attainment, weaker student engagement...

The new normal? Rising social, emotional and mental health needs

Rising social emotional and mental health (SEMH) needs are shaping daily classroom experiences across England. Situated within the United Kingdom’s (UK) devolved education system, this blog post...

Right support, right place – still the wrong system: Why England’s SEND reforms miss the point

England’s latest proposals for special educational needs and disabilities (SEND) reform promise clearer national standards, earlier intervention and stronger accountability. Yet despite the...

Inclusion without capacity? The implementation challenge facing SEND reform

The publication of the white paper Every Child Achieving and Thriving signals the latest attempt by the Department for Education (DfE) to respond to mounting pressures in the special educational...

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...

Children and young people with SEND may continue to be sidelined in the promised future

The recent schools white paper and the special educational needs and disabilities (SEND) reform consultation document highlight what we already know: children and young people with SEND continue...

The SEND reforms: A time to reform the role of the SEND co-ordinator?

The special educational needs co-ordinator (SENCO) was established through the first Code of Practice in 1994, with largely operational duties of ‘gathering information and for coordinating the...

‘From sidelined to included’: Real change reforms for SEND families?

The much-anticipated schools white paper and proposed SEND reforms herald ambitious plans for a shake-up of special educational needs and disabilities (SEND) provision, while acknowledging...

Reforming SEND: Why children and young people’s voices must be heard

Background In its efforts to improve outcomes for children and young people with special educational needs and disabilities (SEND) in the UK, the Department for Education (DfE) is currently...

Why an intersectional view of the white paper on SEND is missing

Racism is woven into everyday policies, practices and assumptions in education. In special educational needs and disabilities (SEND) this is stark: racially minoritised children are more likely to...