Research

As teachers report a rise in pupils presenting with attention deficit hyperactivity disorder, schools have been left to do their best to support these children with limited resources and expertise. Kate Parker investigates the increase in cases and the reasons behind it

With the publication of a new genetic risk score for educational attainment, we are closer than ever to DNA data informing what happens in classrooms – but few are talking about how schools should respond, says Kathryn Asbury

Parents often refer to Ofsted judgements when choosing a school for their child – but research suggests this isn’t as helpful as many think, explains Christian Bokhove

When implementing adaptive teaching, it’s important that teachers consider both proactive and reactive strategies, explains Julie Wharton

We should consider what the research tells us about the influence of prior knowledge on reading, but we need to exercise caution about lifting and shifting pedagogical practice, warns Megan Dixon

Formative assessment is ubiquitous in schools but, according to former primary teacher and researcher, Shirley Clarke, the concept has been widely misunderstood. Here, she speaks with Kate Parker to set the record straight

Interleaving, teacher hand gestures, reflection and the use of laptops to take notes: science journalist Surendra Verma highlights key takeaways from recent education research

As schools struggled to overcome the post-Covid slump in student wellbeing, researcher Ros McLellan turned to international practice in search of solutions. Here’s what she found

Most agree that adaptive teaching is a positive step forward for inclusive teaching, but we need to agree on a definition and avoid lethal mutations for this to last, says Alex Quigley

Improving the quality of your teaching needs to start with self-reflection, says Kulvarn Atwal, as he describes an evidence-based framework that he’d urge every teacher to use

In recent years, there’s been a push to decolonise the English, history and arts curriculum in schools – and according to one researcher, it’s now time to put science under the microscope

Schools and multi-academy trusts are becoming more prescriptive about how they ask teachers to structure lessons. But is taking that decision away from teachers wise? John Morgan looks at the evidence