General

There is no scientific proof that overlays support dyslexic learners, argues Jeremy Law

A child’s ability to self-regulate – their awareness of their own mental processes and how they control their actions – is a good predictor of future success, research shows. Here, cognitive psychologist David Whitebread tells Chris Parr how teachers can develop these skills in early years and primary

Mindfulness has slowly become the go-to intervention for schools looking to support teacher wellbeing, with meditation Insets and whole-staff yoga now common. But Grainne Hallahan finds that not only are these sessions unlikely to work, they may actually cause more harm than good

The field of study behind mindfulness interventions and happiness assemblies aims to boost wellbeing, but is there firm evidence to support using such techniques in schools? Martin Seligman, the movement’s founder, tells Helen Amass some interventions can be highly beneficial – although not necessarily for all age groups

Some teachers hate it, some love it, but professor Christine Howe tells Simon Creasey that if group work is done well, the research is in agreement that it is an essential classroom tool

Making learning accessible to all pupils needn’t be complicated, says Gemma Corby, but sometimes we need to remind ourselves of the basic adjustments that will make our classrooms more inclusive

There is a special educational need more prevalent than autism – one that is likely to impact on children in every school. But very few teachers have heard of it and even fewer know how to help. Adi Bloom investigates developmental language disorder

One of the most successful managers in the history of football reveals how his competitive instinct was fostered by a strict but dedicated teacher with a ‘never give in’ attitude

Numbers are soaring and it is pivotal to the new curriculum, but in many schools RE remains on the margins