Resources for Teachers

We believe that our research should be informed by, and impact upon, the experience of front-line practitioners in education settings. So our research is a bidirectional partnership with schools and families.

We specialise in translating our research, and exploring how it can be disseminated to teachers and other educational professionals. These include specialist teachers, educational psychologists, speech and language therapists, special educational needs coordinators (SENCOs) and others in children’s professional services.

Group Leader Duncan giving the annual

Keynote for education charity and think-tank Learnus

Everyday descriptions of some of our most important papers

Labelling learning difficultiesArtist Name
00:00 / 06:05

Astle, D.E., et al. (2019) "Remapping the cognitive and neural profiles of children who struggle at school." Developmental science 22.1: e12747.

Bathelt, J et al. (2018) "Data-Driven Subtyping of Executive Function–Related Behavioral Problems in Children." Journal of the American Academy of Child & Adolescent Psychiatry 57.4 : 252-262.

PsychologiCALL with Dr Duncan AstleArtist Name
00:00 / 19:37

Astle, D.E., et al. "Cognitive training enhances intrinsic brain connectivity in childhood." Journal of Neuroscience 35.16 (2015): 6277-6283.

Do video games change your brain_Artist Name
00:00 / 05:20

The most important ways we engage with practitioners is through dedicated workshops, inset training for schools and academy chains, working with national education charities and talks around the world at education conferences.

This work typically falls into three categories: children who find learning more difficult, the role of a child's environment in their development, and building knowledge (long-term memory). Find out more about each of these by selecting an option below. 

Struggling learners

Why do some children find learning more difficult, and how can we support them?

The environment

A child's environment can have a big impact on their cognitive development and learning, but why? 


How do we store new information in class, and build long-term memories?

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