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.

Mye handler om at lærerne har tro på at de mestrer det som er et stort problem i norske klasserom.

Med den nye metoden blir barnas sosiale ferdigheter testet. En test for førskolebarns ordforråd er underveis.

Många ungdomar har felaktigt placerats i anpassad gymnasieskolan. Sedan har det upptäckts att de inte alls skulle gå där. Nu vill forskarna Ulrika Norburg och Jakob Ulenius på Stockholms universitet synliggöra de drabbades berättelser.

This paper uses primary data to examine the socioeconomic attainment gap in number among pupils at the start of their first year of school. Previous research has largely relied on statutory assessment data, which is collected at the end of the first school year and currently distinguishes only between pupils meeting and not meeting the…

The paper investigated the impact of an embedded trauma-informed teaching program within initial teacher education coursework. The study aimed to determine whether and to what extent participants' understandings and beliefs (including their self-efficacy) were affected by trauma-informed teacher education, and what the key elements of quality training entailed. (pdf)

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…