ÌÇÐÄVlog

Our understanding of how young people learn to read has never been better, so why are so many pupils still not choosing to be readers? Adam Lancaster suggests that ecological factors could be at play

As a school leader, you know your new ideas won’t be welcomed by every member of staff – but if you can work out who sits in which camp, it can help you make progress, says Ildar Iliazov

Nineteen schools across 10 countries ran digital exams for the first time this year. Emma Seith asks those involved about this introduction of online assessment and the lessons learned

It’s easy to focus on everything that’s wrong with education, but teachers must not let the challenges overshadow the positive parts of the job, argues Ben Levinson

Secondary schools are being pushed to boost reading, but what is the best way to do that? Rufus Thomas looks for clues in the Waterstones’ bestseller list about what teens actually want to read

Teachers often predict higher A-level grades for girls than boys, and this could be affecting students’ access to university courses, researchers warn

Responding to Andy Burnham’s announcement about new technical education pathways, a former civil servant who worked on 14-19 reforms reflects on the challenges that caused the collapse of Diplomas

A huge announcement on secondary education was made by Andy Burnham last night, begging a raft of questions. We set out the answers the sector needs and the detail – where it exists – we know already

Schools cannot continue to add indefinitely, so they must make difficult decisions about what professional learning to prioritise, say Sam Gibbs and Kathryn Morgan

Schools will be inspected by Ofsted on vocational offering, but sector leaders want more details on multiple aspects of the plans

When addressing anxiety about real-world events in the classroom, empathy is an understandable response – but pupils are better served if we help them to understand what has happened and why, says this humanities lead

Many secondary students do not see science and religion as ‘contradictory’, UCL research suggests – and ‘connected’ teaching of the subjects can encourage further Stem studies