LGBT+ teachers need training and support for the challenges they are likely to face.
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Research makes clear the greater risks that come to children who receive inadequate sex education.
Basing admissions to some schools on faith fragments the education system.
The government’s decision may seem hard to fathom.
Two hours a week is not enough.
There are alternatives to England’s focus on synthetic phonics, which teaches children to decode words by learning the relationship between letters and sounds.
It is proving very difficult to use research to improve schools.
Forget tax cuts: students will pay more of their future income in loan repayments – and for up to a decade longer.
In the academic year 2021-22, 39,930 teachers in England quit.
Research shows how the group once portrayed as a respected source of advice began to be seen by some outlets as a danger to young people.
While some improvements were made by some children and schools, the overall impact of the scheme has been small.
Schools are aware that it is hugely beneficial for them to work with parents and carers – especially when teaching topics that are deemed sensitive.
Bonuses for new teachers won’t fix the reasons people leave the profession.
The relationship between where pupils learn and how well they learn should be a central part of decisions about building, or repairing, schools.
Teachers may feel that the government could have gone further.
Reducing working hours might encourage teachers to stay.
Teachers find their workloads difficult to manage – and the government is struggling to recruit people to the sector.
The benefits of the profession are being eroded.
School leaders fear they are facing bankruptcy.
The reshuffled Department for Education is already facing controversy.
Principais colaboradores
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Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East Anglia
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Assistant Professor of Behavioural Science, Warwick Business School, University of Warwick
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Professor in Professional Development and Learning, University of Portsmouth
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Associate Professor at the Health Services Management Centre, University of Birmingham
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Professor of Inclusive Education, PVC Dean Arts, Humanities, Education and Social Sciences, Anglia Ruskin University
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Senior Research Fellow in the Centre for Teachers and Teaching Research, UCL
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Professor of Linguistics, Lancaster University
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Visiting Scholar in Education, Manchester Metropolitan University
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Emeritus Professor, Institute of Education, UCL
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Associate Head of School: Education, York St John University
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Lecturer in Physical Education & Sport / Course Leader MA in Physical Education and School Sport, University of Central Lancashire
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Professor of Sport and Physical Education, University of Central Lancashire
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Professor of Education, University of Aberdeen
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Associate Professor of Education, UCL
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Reader in the Use and Design of Educational Space, Newcastle University
