ÌÇÐÄVlog

The impact of the Covid pandemic has led many in teaching to look again at their profession and ponder some big questions: are children being taught what they need to know? What is education actually for? And how should we measure its true value? John Morgan goes in search of the answers

In their efforts to tackle academic underachievement among boys, many schools are overlooking a key factor – young men’s reluctance to ask for support, says Mark Roberts, as he suggests ways in which teachers can encourage male pupils to reach out

Don’t stay wedded to the script if the learning you’ve prepared isn’t chiming with your class. Instead, try a spot of improvisation, says Andrew Copeman

No child has been permanently removed from Simon Flowers’ all-through school in 15 years. Shifting to a ‘zero-exclusions’ approach isn’t easy and it takes time, the head explains – but it’s worth it to avoid the long-term impact of such an action

Teachers should unlock their inner detective when gathering evidence on how best to support students with SEND, says Margaret Mulholland

Graphs showing the value of schools are all very well, but individual stories reveal the real impact of education

The right stories can do wonderful things around helping young people to understand other people’s feelings, according to the founders of Empathy Day

Mainstream teacher training doesn’t fully equip teachers to give proper support to SEND students, says Clare Deal

The cancellation of exams could offer some answers about the best ways for schools to motivate students, says Mark Enser

Footballer-turned-teacher says the Manchester United legend’s managerial methods are invaluable in school

If teachers don’t role model how to manage feelings and conduct social interactions in a positive way, then students are unlikely to follow suit, which is why it’s important for school leaders to establish a culture that fosters the development of socio-emotional intelligence, says Camila Devis-Rozental

A recent study found that employers are more likely to pay for men’s work-based training than women’s, which then has a knock-on effect on later career opportunities. So, how big is the problem, and what can be done about it? Kate Parker reports