Adapting one-to-one reading support for children during Covid-19 school closures
Innovations and challenges among reading recovery teachers in Bristol
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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...
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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...
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Exploring the impact of the Covid-19 pandemic on the health & wellbeing of learners with autism
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
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
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
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...
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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...
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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,...
Continue reading blog postThe free school meal voucher scheme & children’s access to food during the Covid-19 crisis
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...
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