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Spring 2022

Education for environmental sustainability Research Intelligence issue 150 This 150th issue of Research Intelligence reflects and builds upon the renewed focus on education for environmental...

Call for abstracts: Theorising educational engagement, transitions & outcomes for care-experienced people

Editors Zoe Baker (University of York), Katie Ellis (University of Sheffield) and Neil Harrison (University of Oxford) are seeking high-quality, international contributions for a forthcoming...

Leading in a complex world: Enabling leadership practices to support innovation, change and resilience

Academic leaders in higher education (HE) have faced a sustained period of unprecedented and complex change due to Covid-19. Leadership capability and adaptability has been tested, and there have...

Leaderless leading: How the pandemic has unleashed a collective impetus to ‘rethink’ further education

‘There is no power for change greater than a community discovering what it cares about.’ Wheatley, 2002 The above quote appears in a boxed feature in the inaugural edition of #JoyFE...

Forest School and its place within a Covid-recovery curriculum

With the easing of pandemic-related restrictions for UK schools, educators’ focus has turned to mitigating the impacts of Covid-19 on children’s learning and wellbeing (see Kumar Jha & Arora,...

Transitions, wellbeing and mental health: Education after Lockdown

The global pandemic has resulted in educators and students experiencing multiple and multi-dimensional transitions. These include academic, social, psychological, and cultural transitions. For...

Transitions, wellbeing and mental health: Education after Lockdown

Online registration for this event has now closed, to register please email events@bera.ac.uk  #BERA_MentalHealth @BERANews The global pandemic has resulted in educators and students...

Free school meals: What can the UK learn from Portugal’s model?

Before the Covid-19 pandemic, over 4.2 million children in Britain were living in relative poverty. Since then, this figure has increased by 200,000 (McNeil et al., 2020). Rising levels of food...

Virtual Event – Transitions, wellbeing and mental health: Education after Lockdown

Please use this link to watch and use the chat function: https://www.youtube.com/watch?v=hFC8_ixNMN0

Online in-depth interviewing: Covid-induced challenges

Lived experiences do not vanish into thin air like a mirage. They can be revisited under certain conditions using a relevant qualitative method. Simply asserting that a one-to-one in-depth...

The BERA Blog: Highlights of 2021

BERA Blog end of year highlights

Yuletide greetings and festive cheer to all our readers and authors, wherever you may be. In these challenging times we thank all of you for your continued support of and engagement with the BERA...

Connection and creativity despite Covid-19: Playful learning at university during the pandemic

Over the past decade, interest in play and playful learning in higher education (HE) has grown significantly (James & Brookfield, 2014; James & Nerantzi, 2019). Publications, conferences and...