General

We’ve rounded up the big teaching and learning insights from experts at this week’s World Education Summit

After 19 years of teaching, Mark Enser is stepping away from the classroom. In his last column for Tes, he urges teachers to make sure that their views on education are heard

Professor Elizabeth Bjork says competitive true-false questions can also help introduce the necessary level of ‘desirable difficulty’ to testing to help boost student recall

Within our existing diagnostic system, neurodivergent young people aren’t always getting the support they need in school, says researcher Sue Fletcher-Watson, but the neurodiversity paradigm could be about to change that

Lifting an example of good practice from one school to another will only be successful as long as several conditions are met, warns Teacher Tapp’s Becky Allen

Not every intervention is backed by a wealth of rigorous research, and many turn to ‘opportunity cost’ as a measure – but is this fair? Christian Bokhove explores

A curriculum is more than just a list, says expert Mary Myatt – but schools often overcomplicate it. Here, she talks to Tes about what curriculum leads can do to maximise their offer

Teachers can’t avoid conversations about Ukraine, but they can approach them calmly and honestly, one child psychologist tells Tes

Group work can be powerful, but it has a time and a place – in particular, you need to consider the prior knowledge of pupils, says Beth Budden

Pupil voice is too often left out of key policy decisions made on behalf of children – but that needs to change, says Megan Dixon

A noisy home environment affects the attention span of one-year-olds, research shows – so does noise in the classroom impact on learning? Professor Sam Wass thinks so. Here, he explains why

Multi-agency support for pupils is failing due to rising demand, underfunding and a lack of collaboration. But a number of new initiatives are offering schools the chance to be part of a solution that joins the dots of support around a child