This approach helps strengthen understanding and relevance, but teachers should be intentional in teeing up the assignments, education professors say.

A study in the Journal of Attention Disorders finds that children with attention-deficit/hyperactivity disorder struggle to process whole faces during social interactions, leading to difficulty in automatically tracking others' gaze. This challenge is not due to an inability to notice eye movements but rather a deficit in processing complete faces, which can explain the social…

Math vocabulary alone isn’t a silver bullet—but research shows it’s linked to stronger academic achievement when paired with expert teaching practices.

Et godt skoleliv forudsætter trivsel, læring og deltagelse i fællesskaber, men for nogle børn med ADHD/ASF kan skolens krav og undervisningens struktur være udfordrende, hvilket stiller særlige krav til pædagogiske indsatser. Artiklen undersøger, hvordan pædagogisk personale i specialklasser oplever og skaber mening med bevægelse for denne elevgruppe. Med en hermeneutisk-fænomenologisk tilgang kombineres observationer med interviews…

Elever med ADHD og autisme har også brug for kropslige erfaringer. Alligevel bliver bevægelse ofte lagt uden for deres “læringsvindue”, viser et nyt studie fra fire specialklasser.

We critically analyse how girls at risk of exclusion from formal education experience a literacy programme focused on oracy and lived experience experienced in practice, exploring how the feminist and critical pedagogic aspects of the programme were instrumental to improving the girls' engagement in education. (pdf)

Drawing on the experience within two school-based health research networks in the United Kingdom, this paper addresses the use of data dashboards as a tool for sharing health and wellbeing data and supporting the implementation of data-driven approaches to health improvement within the school context. (pdf)

This paper examines teachers' perspectives on how socio-economic disadvantage and post-pandemic pressures shape children's access to nature and how this relates to their beliefs about outdoor learning. It explores the gap between perceived benefits for disadvantaged pupils and what current UK education structures allow teachers to provide. (pdf)

The paper investigates which factors help or hinder the implementation of staff development projects in schools in England. Using the CFIR framework, it seeks to understand why implementation success varies and how school contexts influence the effectiveness of professional development initiatives.

This review addresses the gap between available evidence-based self-regulation interventions and their limited adoption in mainstream primary classrooms. It examines how teachers currently support self-regulation development in students aged 4–11, identifying whether commercial programmes are being utilised or if teachers rely on informal strategies. (pdf)

Despite a growing international consensus that students need to be provided with the type of education that effectively prepares them to engage in and contribute to their globalised world, and that teachers need to be appropriately trained to facilitate this teaching and learning, ‘global education’ continues to be hindered by a lack of clarity and/or…

The main issue that the paper addresses is the contribution of National Professional Qualifications (NPQs) for school leaders in England to making teaching a more attractive profession. We analyse and discuss a sample of these qualifications using a framework which considers the behavioural, attitudinal and intellectual dimensions of professional learning. (pdf)