General

Communication in Scottish education can be so verbose, baffling and, frankly, silly that it could be straight out of a Monty Python sketch, says Henry Hepburn

Former English teacher and assistant head-turned-journalist Ryan Wilson talks about the teacher who inspired him to join the profession

Giving students the flexibility to study how and what they want allows them to grow as people, not just as learners, writes Douglas Kidd

We use the term all the time in education without acknowledging that we are often making a value judgement, not an objective one, writes Jon Severs

For those with eating disorders, voicing concern about how thin they look is likely to be met with denial and may even inadvertently encourage further weight loss. Instead, teachers should switch the focus from eating habits to the student’s wider mental health, alleviating external ‘triggers’ such as workload where possible, says Megan Ravenhall

Helping pupils develop their language skills at an early age may prove pivotal in dealing with problematic behaviours later on – and may ultimately mean the difference between academic success and failure, finds Alex Quigley

Students need safeguarding training as well as staff, says one leader, who explains his approach

Research reveals the types of teacher most likely to use the online national academy and what keeps pupils engaged

After the rapid rise of cognitive science in recent years, you’d be hard-pushed to find a teacher who hasn’t yet bought into its evidence about the brain processes involved in learning. But now, a warning has been issued about educators applying ‘lethal mutations’ of the research in classrooms. So, could the cognitive science bandwagon be grinding to a halt, asks John Morgan

About two boys in every classroom are colour-blind, but researchers say a lack of diagnosis is blighting their education. Christina Quaine hears how a new diagnostic app from University of Sussex academics could transform many children’s school experience

Adults and adolescents react differently to incentives and reprimands – and you should bear that in mind when handling behavioural issues, says Megan Dixon

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