Resources for Schools
We believe that our research should be informed by, and impact upon, the experience of front-line practitioners in education settings. Consequently, our research is a bidirectional partnership with schools and families.
For example, our Belonging in School inclusion resource incorporates contributions from a wide range of practitioners, researchers and community members, and is FREE to download.
"There is a growing appetite in schools to use evidence to inform teaching, but there is often a lack of real understanding and rigor around some of the evidence being used."
(Education Endowment Foundation)
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
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.
Astle, D.E., et al. "Cognitive training enhances intrinsic brain connectivity in childhood." Journal of Neuroscience 35.16 (2015): 6277-6283.
"The research that Duncan and Andrea communicated is still influencing our organisation’s thinking as we seek to help schools understand how best to help students learn."
Head of Teaching and Learning,
Cambridge Assessment International Education
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).