General

Raising numeracy skills across the population requires well-resourced solutions, not just political soundbites, argues Christian Bokhove

OpenAI’s chatbot has proved it can use artificial intelligence to effectively mimic students’ writing, but how good would it be at marking an English essay? Daisy Christodoulou decided to find out

If we give them the right tools, pupils have an important role to play in supporting safeguarding, explains Liz Bates

Classroom handshakes have gone viral in the past few years – but is there any research to say that greeting pupils individually actually makes a difference to teaching and learning?

The government has pledged to improve school buildings but, at a classroom level, teachers’ design decisions can have a real impact on student outcomes too, finds Kate Parker

A ‘buy one, get one free’ approach to teaching – focusing on one aspect of learning, with an eye on another – means pupils can develop both at the same time to great effect, explains Megan Dixon

A new study has found that children who play video games for three hours or more a day outperform their peers in impulse control and working memory. Kate Parker finds out more

New research shows that when listening to a story, pupils’ minds wander for 20 to 30 per cent of the time. So what can teachers do to get them back on track? Alex Quigley finds out

PDA is a controversial label for pupils who display anxiety-driven demand avoidance. Here, special school headteacher Sandy Turner explains what it is and how to support students who present with it

Attachment theory explains how a child’s earliest relationships go on to shape not just how they respond to others but also how they learn. So, what do teachers need to know about attachment? Psychoanalyst Peter Fonagy explains all

New research shows that brain scans can predict learning better than traditional assessments, and give us clues as to which teaching approaches might be most effective, finds Chris Parr

The government has spent £100 million on its Teaching for Mastery maths programme, and yet, given the availability of a number of other ‘mastery’ programmes, there is confusion in schools about a clear definition of ‘maths mastery’. Kate Parker takes a look at the maths mastery landscape and the evidence behind it