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We all know that teacher talk is powerful, but research suggests there are some common phrases that ‘nudge’ pupils in the wrong direction, says Mark Roberts

Research evidence can steer effective classroom practice, but too often, teachers simply don’t have the time to engage with it, says Alex Quigley, as he sets out what needs to change

Teachers with big social media followings have been credited as the driving force behind the rise of research-informed practice. But what are the broader implications of their influence? A new study aims to find out, John Morgan learns

Looking for new ways to boost her EAL students’ speaking skills, international teacher Orla Carlin came across the Danish ‘human library’ concept, and decided to try it out for herself

Recent changes to working practices mean that more members of the public are now offering to volunteer in schools and, as Kate Parker finds, there can be significant benefits to welcoming them on board

No two school settings are the same – and that means we should always be cautious when applying research findings in the classroom, says Christian Bokhove

Many schools are weighing up whether to return to in-person parents’ evenings or keep them online. Here, two teachers consider the pros and cons

The government has pledged to tackle the problem of county lines drug gangs, but targeting existing gangs won’t be enough, experts warn. Instead, we need early intervention, and teachers have a crucial role to play, finds Kate Parker

Pupils need to be able to work independently and tackle challenges in their learning alone: but how do you stop them from asking an adult for help when they get stuck? Kirstin Mulholland shares her advice

Both anecdotal and statistical evidence shows that girls, in particular, are suffering with ill mental health. Here, the experts explore the reasons behind the crisis, and how teachers can offer support

When it comes to inclusive education, reform is on its way – and policymakers would do well to learn from countries like Italy, Portugal and Finland, says Margaret Mulholland

It’s time to radically rethink the system of primary assessment and trust schools to measure progress for themselves, says headteacher Kulvarn Atwal