School stress is widespread among students’ worldwide, impacting academic success and mental health. Most research focuses on average stress levels but lacks insights into temporal trends and inequalities.

An interpretative qualitative research project has been carried out in north-west Spain (Galicia) with the aim of identifying the priorities which, in the opinion of the different agents involved, constitute the major demands of inclusion for an inclusive social and educational transformation.

The current study examined the awareness and endorsement of neuromyths related to dyscalculia and dyspraxia with 229 educators in the UK.

This study examined the links between Israeli teachers’ perceptions of children with developmental delay (DD) in special education kindergartens and changes in children’s development.

Psykiatriska diagnoser som adhd, missbruk och depression ökar risken för unga att begå brott. Det visar Rebecca Siponens avhandling i kriminologi vid Örebro universitet. "Det här är kunskap som kan användas för att hindra unga från att involveras i allvarlig brottslighet", säger hon.

Under tre år har elevstödjare arbetat med att stötta eleverna i S:t Eskils gymnasium i Eskilstuna. Resultatet visar att fler elever har närvarat i skolan och tagit en examen.

Hur får vi skolan att fungera för elever med NPF? Den frågan ledde till ett förändrat arbetssätt och ändringar i den fysiska miljön på Sätra skola. Men framför allt började lärarna prata om eleverna på ett annat sätt.

Researchers from Karolinska Institutet have shown a link between use of medication for ADHD and a reduced risk of premature death.

This study focuses on the experiences of teachers who taught pupils with intellectual disabilities during the distance education period.

This case study looks at the current pathway to support for children with neurodiversities in UK mainstream schools, considering in detail the role of the professionals around the child, in particular the SENCo.

This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period.

This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND).