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An international leader explains why they are now setting more homework that does not require any device use, and bringing back physical student planners

International schools, with their changing pupil populations, tend to be well-practised in supporting new arrivals – but what about helping those children who are leaving? Teacher Clair Draper spotted a gap and took action

Giving vulnerable boys access to a trusted adult mentor can help tackle educational disadvantage and ward off malign influences, says this trust leader

The language adults use when talking about exams can inadvertently add to students’ stress, writes Katherine Radice, but reframing your approach can help lessen anxiety

All teachers know the signs of children who are slowly disengaging in school, but what we’re not good at is stepping in to support them before they reach crisis point, says Gloria Dalafu

The rise of the ‘manosphere’, and its potential to incite aggressive behaviour, has become a national talking point. But what does research tell us about the scale of the problem and how schools should respond? David Robson investigates

Responding to the government consultation, the NAHT school leaders’ union also warns of the risks of an ‘overreliance’ on edtech and AI tools in schools

The government has suggested that young children’s transition to school must start on Primary Offer Day, but what does this look like in practice? Molly Devlin sets out her trust’s approach

Robert Tarn reflects on his time as a trust CEO and now working for an international schools group on what great education looks like, whatever the context

As England presses ahead with plans for a full phone ban in schools, a new report suggests the impacts can be less clear-cut than many would hope for, says Luke Ramsden

The transition from primary to secondary school can be particularly daunting for pupils with special educational needs, but these steps can help, says Gemma Corby

A Sendco shares ideas on how to create meaningful action plans for students that prove that interventions to boost wellbeing and academic outcomes aren’t incompatible