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Tom Milson

Headteacher

Tom Milson is headteacher of Eagle House School (Bramley), a therapeutic community for young people who have significant social, emotional and mental health difficulties and autism. Over the past...

The language that affirms gendered violence in schools

Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...

The impact of the prevent duty on schools: What does the evidence tell us?

The UK government has become influential in the field of countering violent extremism (CVE), and Kundnani and Hayes (2018) document how its legislation and policy framework has been exported...

Encouraging educational research into nature, outdoor learning and play

BERA has a new Nature, Outdoor Learning and Play (NOLAP) special interest group (SIG)! It has the strategic aim of encouraging educational research into nature, outdoor learning and play across...

Summer 2019

How inclusive of children are our educational research methods? Research Intelligence issue 139: Marking 30 years of the UN Convention on the Rights of the Child This special issue of Research...

Challenging consumerism through education as human development

The culture of transforming everything into products to be ‘consumed by the market’ is manifesting itself as a global pathology. This trend is destroying longstanding communities of practice...

Exploring senior leaders’ experiences of off-rolling in mainstream secondary schools in England

Ofsted defines off-rolling as   ‘the practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from the...

Is the ‘attainment gap’ fit for purpose?

In 2011 the UK government announced that it would introduce a new stream of funding to support ‘disadvantaged students’, and ultimately aim to close the attainment gap between these students...

Unthinkable, unfundable and unknowable: The ‘evidence void’ on making science accessible to pupils with learning disabilities

The question of how, in an age of performativity, we will be enabled to undertake any research other than that which promises to be productive in the short term is becoming increasingly pressing....

Let’s make education fairer

A group of colleagues from the Durham University Evidence Centre for Education (DECE) were highly commended in the 2018 BERA Public Engagement and Impact Award, for their work on making education...

Researchers drawing on teachers’ tools: Picturebooks with migrant learners

This blog post springs from a symposium I convened at BERA Conference 2018 entitled ‘Using creative methods to explore complex topics with young participants’. The symposium reflected my...

Optimising support for children with ADHD in schools

The school environment can be particularly challenging for children with attention deficit/hyperactivity disorder (ADHD). Pupils diagnosed with ADHD are typically restless, act without thinking...