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Neuromyths in schools

In recent years, much interest has been focused on the application of neuroscience in daily lessons and pedagogies (Canbulat & Kiriktas, 2017; Dekker et al., 2012). As a result, the new concept of...

Postgraduate research students’ experiences of the coronavirus pandemic

The ongoing coronavirus pandemic has caused most postgraduate research (PGR) students to encounter research restrictions and undertake their research duties from home (see Burridge et al., 2020)....

Beyond postures: How yoga philosophy can foster non-violence in our classrooms

In A Sanskrit Dictionary, Monier-Williams (1899, p. 854) defines yoga as ‘an application of the thoughts, abstract contemplation, meditation, (esp.) self-concentration, abstract meditation and...

The fear factor: Children’s post-lockdown maths anxiety

Maths anxiety (MA) plays a role in educational disparities and the gender pay gap, yet it is not often addressed at the chalkface. Covid-induced school disruption may have made learning for...

The impact of home-schooling on family wellbeing: Working mothers’ perspectives

School closures implemented during the pandemic to mitigate the impact of Covid-19 meant that parents had to take on home-schooling and extra childcare responsibilities. These responsibilities...

Learning from lockdown: Experiences of autistic children and young people and their families

Research on the Covid-19 pandemic draws attention to its unequal impacts on differently positioned families, particularly highlighting the acute struggles of disadvantaged families (see for...

The impact of Covid-19 on children in early years settings

In April 2020, senior managers from Kids Planet Day Nurseries[1] approached researchers at York St John University to explore the impact of Covid-19 on the young children in their care. Two...

SENCOs, crisis planning in schools and the international problem of ‘off rolling’ or ‘grey exclusions’

In a newly published study (Done & Knowler, 2021a) we investigated the strategic leadership role of special educational needs coordinators (SENCOs) in planning for Covid-19 with particular...

Exploring the impact of the Covid-19 pandemic on the health & wellbeing of learners with autism

Education & Covid-19: BERA Small Grants Fund research reports

Documenting an explorative qualitative study involving 20 learners with autism aged 14–19 based in the West Midlands region of England, this report considers the impact of the Covid-19 pandemic...

Exclusion & the strategic leadership role of special educational needs co-ordinators in England

Education & Covid-19: BERA Small Grants Fund research reports

This report asks whether and how special educational needs co-ordinators (SENCOs) participated in Covid-19-induced school planning for lockdown, provision for vulnerable pupils and full school...

The experiences of autistic young people & their parents of lockdown & the reopening of schools

Education & Covid-19: BERA Small Grants Fund research reports

This report summarises findings of research into how families of autistic children and young people attending mainstream schools in England experienced and responded to home-schooling and...

Emergency remote learning in the UK: A comparison of March 2020 and January 2021

The Covid-19 pandemic has severely impacted everyday life around the world. In the UK, lockdowns have resulted in the closure of schools to most children for two prolonged periods: March to summer...