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The Scottish government needs to do better at defining its aims if it wants to see more consistent improvements in education standards, writes Emma Seith

For some, single-sex schools are centres of excellence. For others, they entrench sexual stereotypes and gender inequality. Sifting through centuries of debate, girls’ school deputy head David James ponders the future of this approach in a society that is increasingly progressive, meritocratic and diverse

Unsettling feelings can trigger a fight-or-flight stress response that can impact on teaching and learning, researchers warn. Irena Barker ponders what schools can do to make pupils and staff feel more secure in these unpredictable times

Speaking at the World Education Summit, top academic emphasises the importance of applying learning across domains

How have those who work in education coped during the Covid pandemic? Researchers Kathryn Asbury and Lisa Kim recorded teachers’ experiences over the past year, including how staff dealt with the huge workload and what they thought of the constantly changing edicts from policymakers

After 12 months of disruption, schools need to find out what progress students have made. But according to John Hattie and a group of researchers, traditional assessments are not the only way to go

Many teachers insist on it, but is a quiet environment always optimal for learning? Carly Page sifts the research to come up with some golden insights

The perception that those who speak in a lower register carry more authority appears to be instilled in us at a young age, finds Megan Dixon

The government has offered guidance on how to make schools more Covid-secure, but what is the science behind the measures? We ask the experts

Is there a psychopath lurking in your staffroom? The signs will be more subtle than a colleague wielding an axe, finds John Morgan, who discovers that the control inherent in teaching may bring out some people’s dysfunctional, manipulative behaviours

While the pandemic will have created some gaps in knowledge, the author and academic warns teachers against making assumptions when it comes to student progress

Can creativity be taught? Stephen Burley and Philip Seal believe it can – and have developed an evidence-based course that invites their students to generate ideas and solve real-world problems using a structured, knowledge-based approach