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The phenomenon of ‘fade-out’ – when the benefits of intervention fail to persist – is common in education research. But, as Christian Bokhove finds, this isn’t a reason to be discouraged

The pandemic prompted some schools to stream pupils by attainment in the hopes of better supporting those who were struggling. But does the practice work? Chris Parr looks at the evidence

While most teachers would agree that boosting engagement is a good thing, fewer are clear on exactly what it is and how to develop it, says Alex Quigley

Many secondary teachers turn to phonics when trying to improve students’ literacy, but they need to look at previous learning experience, explore alternatives and constantly evaluate, says Thomas Martell

For schools to be able to establish a whole-child approach to learning in the face of mounting pressures, the government needs to enact eight things, writes Margaret Mulholland

As research shows that neurodivergent students are more likely to experience regular pain, expert Jane Green explains what additional support needs to be put in place

Do classroom displays lead to any discernible benefits for our pupils or do they distract them from learning? Alex Quigley looks at the research

Critics claim there is too much focus on grammar in schools – but these linguists argue that teaching grammatical terms has huge benefits for learning

The Schools White Paper reads like a less effective school improvement plan, says Megan Dixon: lots of actions, but no clear evaluation strategy

As research finds that exposing children to the language of science and the natural world in key stage 1 engages them with literacy and aids progress, Kate Parker chats to the academics to find out more

We’ve rounded up the big teaching and learning insights from experts at this week’s World Education Summit

Professor Elizabeth Bjork says competitive true-false questions can also help introduce the necessary level of ‘desirable difficulty’ to testing to help boost student recall