Search

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...

Examining the impact of Covid-19 on children’s centres in Bristol

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

Lessons for policy, practice & promoting life chances in the early years

Improving the connectivity of research on teaching assistants: Creating a new space for researchers

The international drive towards the inclusion of pupils with special educational needs (SEN) in mainstream schools has become contingent on the creation and utilisation of a paraprofessional...

Lessons learned from the impact of the Covid-19 pandemic on young people with autism

The advent of the Covid-19 pandemic affected all educational institutions without warning. From our experience, it seems that special schools, particularly those that work with young people with...

Little fish, big streams: Early in-class maths ‘ability’ groups, early teacher judgements & primary schoolchildren’s later maths self-concept

Maths self-concept is important, not only for children’s experiences within education but because it is strongly related to subject choice, attainment and adult careers (Hansen & Henderson,...

The free school meal voucher scheme & children’s access to food during the Covid-19 crisis

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

With schools closed in the UK in response to the Covid-19 crisis, children who would normally receive free school meals were at an elevated risk of food insecurity. However, the voucher scheme...

We need an evidence-based expert approach to the post-pandemic recovery of young people

In December 2020, the Westminster government promised to set up an expert group to consider solutions to the huge variability of the impact of the coronavirus pandemic on pupils’ educational...

Social haunting in former mining communities: A young person’s perspective

The north-east of England is one of the toughest places in the country for young people to gain employment (Carter, 2012). Young people from the region are more likely to drop out of education at...

Inclusion for all: the power of pupil voice for learners with SEND

Online registration for this event has now closed, please email events@bera.ac.uk to register.   #BERA_SEND @BERANews @InclusiveEdBERA Since the SEND Reforms of 2014, children with SEND and...

Inclusive Education SIG Annual Meeting

Join the Inclusive Education SIG annual meeting to network with colleagues, learn about the activities of the SIG over the last year and plans for 2021   This meeting will be hosted on Zoom,...

Transforming the secondary curriculum

The questions of how to design and implement secondary curricula are critical and current ones in education. Of major concern is the narrowing of the curriculum and the lack of an inclusive...