General

Climate change means heatwaves in the UK are becoming increasingly common. Dr Laurence Wainwright explains what that means for cognition

Without additional support, young people with SEND face barriers to transitioning to employment, write Laura Davis and John Yarham. Here, they set out how schools can help

In an exclusive extract from his new book, bestselling author David Epstein explains how he discovered that constraints often have surprising benefits, including for teaching and learning

With England set to play their first 2026 World Cup match, Steve Brace shares ideas for using the tournament to kick off geography topics at key stages 2 and 3

Teachers and policymakers are keen to get more skills into the curriculum, but assessing how well students can learn and apply those skills remains a major obstacle. Jasmine Norden asks the experts about potential solutions

The curriculum review has sparked debate about which texts we should make space for in our classrooms, but how far does text choice really matter for improving reading? Tes speaks to US literacy researcher Timothy Shanahan to find out

A focus on financial literacy is not just recommended by the curriculum review – it can also make students more likely to continue to engage with maths, writes Andy Codling

Pupils’ writing lacks personality when they are too focused on sentence structures and checklists, writes head of English Emma Snow. Here, she sets out how to address this problem

Extra time is the most popular access arrangement to help students sitting their GCSE, AS-level and A-level exams, but is it the most helpful? Ellen Peirson-Hagger weighs up the evidence and whether there are better options

ADHD is misunderstood and mischaracterised, and that’s creating significant challenges for those with the condition as well as those trying to support them, argues Professor Gaia Scerif

The outgoing children’s laureate talks about the reasons for the decline in reading for pleasure, screens stealing children’s time and the government’s plan for a new reading test

Despite national gains in reading, pupils from disadvantaged backgrounds still make less progress than their peers, says Alex Quigley. So, what can be done to help?