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Boredom has a bad reputation and most of us will go to great lengths to avoid it. But this little-researched emotion is less straightforward than it seems and can in fact serve an important function in education, finds Carly Page

Academics’ complaints that their theories have been ‘misinterpreted’ fail to recognise the crucial role teachers must play in putting them to the test, says Jared Cooney Horvath

Grabbing students’ attention is tough at the best of times, but amid the chaos of the coronavirus pandemic, it is even harder. To help, Marc Smith delves into the research on attention and pinpoints key things teachers can do

Teachers are supposed to focus on grades, but should their priority instead be to make students feel good? Economist Richard Layard tells Simon Creasey why he believes the two aims aren’t mutually exclusive and why giving children regular contentment classes could have a lasting impact beyond the school gates

Traditionally, the seating plan has been a valuable weapon in the war against classroom disruption. But have you ever thought that your approach to placing pupils might be doing more harm than good? Grainne Hallahan uncovers research suggesting that some common seating-plan strategies could hinder learning, crush students’ confidence or even reinforce gender stereotypes

Taking notes is a fundamental part of learning, particularly in secondary schools. John Dunlosky and Stephen T Peverly outline what effective note-taking looks like, busting numerous teaching myths along the way

Research shows that teaching children how to talk effectively can have a profound effect on learning outcomes, yet many schools aren’t giving oracy skills the attention they deserve, finds Dan Worth

There is no scientific proof that overlays support dyslexic learners, argues Jeremy Law

Using a play-based curriculum beyond Reception may seem brave in a climate where schools feel rushed to introduce formal learning, but primaries challenging the status quo are reaping the rewards, finds Helen Ward

Mindfulness has slowly become the go-to intervention for schools looking to support teacher wellbeing, with meditation Insets and whole-staff yoga now common. But Grainne Hallahan finds that not only are these sessions unlikely to work, they may actually cause more harm than good

The field of study behind mindfulness interventions and happiness assemblies aims to boost wellbeing, but is there firm evidence to support using such techniques in schools? Martin Seligman, the movement’s founder, tells Helen Amass some interventions can be highly beneficial – although not necessarily for all age groups

Some teachers hate it, some love it, but professor Christine Howe tells Simon Creasey that if group work is done well, the research is in agreement that it is an essential classroom tool