Child and adolescents are experiencing a mental health crisis that is affecting all areas of education. How can schools and teachers help students build resilience and positive mental health so they can cope with the increased stress of modern society? Our editor, Jory Debenham, explores some of the apps available to help support our young people.
The demands placed on students with dyslexia can be overwhelming, leading to perpetual feelings of failure, high anxiety and low levels of self esteem. Dr Jonathan Beckett shares first-hand accounts and puts forth a call to action.
A child’s early education is crucial for later success, but what does that mean? Maureen Hunt shows how play-based learning strategies are developmentally important and transition to formal education should be more gradual.
Head teachers have lost a great deal of their influence and ability to positively affect their schools. Geoff Barton, head of the ASCL, seemed destined to turn this around. After 18 months in the post, however, it appears big changes are unlikely to occur. Howard Sharron reports.
In today’s difficult and uncertain times, schools need to be places of belonging. Kathryn Riley shows how—despite the many pressures on schools—teachers can help create that important sense of welcome and belonging for all children and young people.
A new pilot programme shows how putting a dedicated wellbeing expert into schools makes a real difference to staff and students alike.
Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence.
According to leading analyst, Gartner, £19bn is expected to be spent globally on educational technology by 2019. But will our children be better prepared to succeed in the future? Will they possess the necessary skills to thrive in an even more digitalised world?
What are the human costs of an ‘always connected’ lifestyle, especially for our children? A report by Laurel Felt and Michael Robb examines the latest scientific research about media use, highlighting its possible problematic impacts on youth’s well-being and development and offering suggestions for balanced and thoughtful engagement.
By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time.
Despite legal protections and advanced research on supporting students with sensory impairments, young people with visual and hearing impairment are barely getting by, lagging well behind their peers. Martin McLean and Jude Thompson offer some case studies of students who are beating the odds, showing how simple some of the solutions are and calling for more opportunities for impaired students.
A philosophy-based program called askit is helping students at Central Bedfordshire College learn how to ask questions and reason with problems that don’t have clear answers. Professor James Crabbe and Ali Hadawi explain how this program is transforming aspirations for learners at risk of underachieving.
A lifelong love of reading is important for so many areas of well being, yet many people lack literacy skills, contributing to some of the biggest societal problems. Sue Wilkinson shows how The Reading Agency is bridging the gap for vulnerable children and adults so they develop the skills to access the power, importance, life-changing and life-enhancing impact of reading.
Students who have speech, language and communication needs are not receiving the support they need to achieve their potential. Caroline Wright discusses the results of a new report that shows a decline in educational practices that support verbal communication skills development and highlights what can be done to improve this crucial area for many vulnerable students.
Ofsted is now undermining the positive attributes of the EYFS and needs to be resisted, argues Professors Chris Pascal and Tony Bertram.
As an antidote to an increasingly narrow curriculum, Park House School in Newbury adopted the Olympian values of the Get Set programme for its extra – curricular learning. It has transformed the outlook of the pupils towards those less fortunate than they are, explains Derek Peaple.
Maureen Hunt explains why movement is so essential for young children's learning.
Crispin Andrews reports on the growing recognition of the role sport can play in
improving children’s mental health - if the focus of the activity changes.