General

Addressing diversity in the classroom needn’t involve a huge amount of extra planning, says Helen Drury, who shares four principles for good practice

When chemistry teacher Duncan Short took up the drums last year, he gained a deeper understanding of what his students face when they go through assessment

Taking the time to visit primary schools can be a valuable CPD experience, says this secondary head, who shares four things he learned from recent visits

As new research reveals that attending a ‘high-achieving’ school is a risk factor for mental health problems, psychologist Tara Porter considers what this means for how teachers work with their top attainers

The recent focus on ‘adaptive teaching’ has called differentiation into question. But what does the evidence say? Daniel Muijs explains

Taking the time to truly engage with research findings that may not align with our existing beliefs is an important part of being a better consumer of evidence, says Christian Bokhove

Amid conflicting theories about the best ways to manage behaviour, how do school leaders determine what their school policy should include? John Morgan takes a look at the evidence

Taking on a promoted role is a big move that requires some changes of approach and thinking, explains Adam Black

Researchers at the University of Lancaster are investigating the role of ‘wonder’ in education. Here’s what they have learned so far

The idea that ‘desirable difficulties’ support learning is widespread, but, as Alex Quigley finds, it’s a theory that’s vulnerable to lethal mutations

Following the pandemic, the gap between disadvantaged children and their more affluent peers is wider than ever. But there are ways to level the playing field, says author and advocate Jean Gross

Research shows that the non-autistic brothers and sisters of children with autism can face specific challenges at school, and teachers need to be alert to these, says Kelle Salle