General

The government’s drive to save money is all well and good, but it can’t mean a lack of investment or expecting schools to continue doing more with less, says Chris Zarraga from Schools North East

Moving mental health from SEND frameworks to something more ‘clinically defined and externally determined’ could have real consequences, warns Thomas Keaney

A decade of working in alternative provision led this teacher to question the usefulness of labels and the benefits of having his autistic son diagnosed

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

In September, a 100-year-old former military hospital will become the home of Haileybury Malta, but the project has been complicated by challenges including the sudden death of a director and the discovery of Roman remains

With measures in the Employment Rights Act 2025 set to become statutory in the next school year, Tes asks legal experts how schools should be preparing

Despite government efforts to reduce workload, teachers report they are still working many hours of overtime. Leaders from across the sector tell us why

Schools must show leadership on AI because doing nothing is the riskiest option, says Scottish secondary headteacher Stuart Clark

Scotland has ‘patchy and inconsistent’ relationships, sexual health and parenthood education, and lags behind other parts of the UK, says Joanne Smith

From attendance officers to anti-bullying programmes, schools are trying various methods to reduce persistent absence. But which work best? The EEF’s Emily Yeomans rounds up the evidence

The next academic year will bring major policy changes – here’s what school leaders can expect and when, from the introduction of new school uniform regulations to the deadline for publishing your inclusion strategy

A ‘moment of truth’ faces Scotland’s education system, says Sheena Devlin, who sets out the ADES’ view on what must change