General

Thursday

26th Mar 2026

How to help autistic children with EBSA back into school
Emotionally based school avoidance is often a particular problem for autistic students, writes educational psychologist Sue Sheppard, but there are ways for schools to offer support
Girl with pink rollerskates

Tuesday

24th Mar 2026

The subtitles myth: why children don’t learn to read from TV
The popular assumption that watching TV with subtitles will help children to become better readers doesn’t hold true, write two reading researchers

Thursday

12th Mar 2026

How to make your action research matter
Too often, teachers’ action research projects fail to have the whole-school impact that they should, argues Sally Franklin. Here are five key questions to ask to put that right
F1 car with toy key

Wednesday

11th Mar 2026

Why schools should stop pushing reading for pleasure
Reading for pleasure has become central to school literacy strategies, but there are increasing calls to ditch it, with research suggesting it has done little to turn pupils into avid readers
Coke vs water

Monday

9th Mar 2026

How a small change to the English curriculum could cut teacher workload
Tweaking the requirement for GCSE students to read a 19th-century novel could add diversity while maintaining rigour and reducing teacher workload, argues Robert Eaglestone
19th Century woman reading

Wednesday

4th Mar 2026

Uta Frith: why I no longer think autism is a spectrum
The autism spectrum has widened to the point of collapse, affecting how teachers should support autistic pupils in the classroom, researcher Uta Frith tells Helen Amass
Uta Frith

Thursday

26th Feb 2026

What textbook writing taught me about making shared resources
Planning lessons for others means you can’t rely on your own subject knowledge or ability to explain things on the fly, says Mark Enser, who shares his advice for making centralised resources
Pic n mix sweets

Monday

16th Feb 2026

What schools need to understand about foundational knowledge
The renewed Ofsted framework refers to foundational knowledge. What is it, and how can schools demonstrate that they are providing it?
Tree support

Thursday

12th Feb 2026

Why your retrieval practice might not be working
The benefits of spaced retrieval practice are well known, but the importance of introducing variability in this process is often overlooked, writes Mark Roberts
Dog jumping in water after toy balls

Tuesday

10th Feb 2026

How critical thinking disappeared from the classroom
A series of well-intentioned reforms has led to a system that prioritises exam results over deep thinking, says Alice Whitby – but it’s not too late to reverse this
Heads coming up with lightbulb moment

Monday

9th Feb 2026

Should schools still be posting images of students online?
The rise of AI means it’s now easier than ever for online images to be misused, leaving schools in a precarious position when it comes to their presence on social media, warns safeguarding lead Thomas Michael
Woman with mobile phone

Thursday

5th Feb 2026

How occupational therapists’ role in schools is changing
It used to be the case that occupational therapists only really helped individual pupils with complex needs, but now they are increasingly working to a much broader brief with schools, finds Zofia Niemtus
Child holding pencil