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In an exclusive interview, curriculum and assessment review lead Becky Francis speaks to Tes about its recommendations and the evidence underpinning them

Diagnostic labels are medicalising young people for behaviours once considered ordinary and are contributing to unsustainable workload in schools, argues psychiatrist Sami Timimi

Following the release of the DfE’s primary writing framework, writing researcher Debra Myhill shares her thoughts on its use of evidence and how it positions the skills involved in learning to write

The government has pledged to break the link between a child’s background and their future success, but what do headteachers in England’s poorest communities need to help make this a reality? We speak to several to find out

Developmental coordination disorder (dyspraxia) affects as many children as ADHD but is widely misunderstood. So, what do teachers need to know about this condition?

Emotions such as joy, anger and boredom have a bigger effect on academic performance than many people realise, explains leading researcher Reinhard Pekrun