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While research shows that guided play has its benefits, teachers shouldn’t rush to change their practice just yet, says Thomas Martell

Research has shown that guided play can ‘sometimes’ be more effective than direct instruction, but is it really that straightforward? Helen Amass speaks to play researcher Elizabeth Byrne to find out more

As research shows that being labelled as dyslexic lowers academic expectations, Alex Quigley explores the issue

International research shows the value that sport has in increasing attainment – but how can teachers put this into practice? Kate Parker explores

Being excluded predicts a mental health condition three years later, research shows – here, Professor Tamsin Ford explains the implications for schools

We need to reframe practices towards poor attendance and support children, rather than police them, says Margaret Mulholland

As experts predict a surge in youth violence as a result of the pandemic, Kate Parker finds that intervention needs to begin much earlier than people think

Findings from behavioural science are increasingly informing public policy, but have yet to gain traction in schools. That could be about to change, says Harry Fletcher-Wood – so here’s what teachers need to know about how the science of behaviour could soon shape their practice

Every child deserves the best start in life: so why, Julian Grenier asks, is early years funding rigged against the most disadvantaged?

Children’s rights – and their voices – need to be at the heart of all decisions about education, writes Megan Dixon

Teachers receiving live feedback through an earpiece whilst teaching has become a popular training technique in some US schools. But how well does it work?

The way you point or gesture in class can have more of an impact on students’ understanding than you might think, finds Simon Creasey