Results 151 to 160 of about 6,044 (249)

How far behind in number are socioeconomically disadvantaged pupils when they start school in England?

open access: yesBritish Educational Research Journal, Volume 52, Issue 4, Page 2903-2920, August 2026.
Abstract This paper examines the gap in number skills between socioeconomically disadvantaged and non‐disadvantaged children in the first year of compulsory schooling in England. Past research mostly relies on statutory assessment data collected towards the end of the first year of school and does not show the attainment gap associated with ...
Martin Culliney, Joanne Robson
wiley   +1 more source

Association between postnatal mental health-related hospitalisation and child development and education outcomes: a systematic review and meta-analysis. [PDF]

open access: yesFront Glob Womens Health
Belay DM   +7 more
europepmc   +1 more source

Bridging home, school and community to address educational inequality: Supporting educational trajectories through community bridge work

open access: yesBritish Educational Research Journal, Volume 52, Issue 4, Page 2986-3018, August 2026.
Abstract This paper explores the role of community stakeholders in supporting the educational trajectories of students experiencing socio‐economic disadvantage in the Irish context. Building on international and national policy debates, the study examines how community‐based organisations, statutory services and outreach initiatives work alongside ...
Aoife Joy Keogh, Deirdre McGillicuddy
wiley   +1 more source

‘Sometimes, I would look at my books and cry because I felt like I was left behind’: Understanding the learning of Indigenous girls during the COVID‐19 pandemic in the districts of Chongwe and Solwezi in Zambia

open access: yesBritish Educational Research Journal, Volume 52, Issue 4, Page 3131-3154, August 2026.
Abstract Grounded in principles of epistemic justice, this article examines the educational impacts of Zambia's COVID‐19 school closures on Indigenous girls in two districts and highlights community‐led pathways for resilience. National responses prioritised broadcast and digital delivery but presupposed access to electricity, digital devices and ...
Marcellus Forh Mbah   +5 more
wiley   +1 more source

Beyond standardisation, subjects and syllabi: How primary schools organise for arts richness in an era of curriculum reform

open access: yesBritish Educational Research Journal, Volume 52, Issue 4, Page 3112-3130, August 2026.
Abstract As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts‐rich provision despite a policy landscape hostile to creative subjects. Drawing on data from the Researching Arts‐rich Primary Schools (RAPS) project—a mixed‐methods study of 76 arts‐rich ...
Pat Thomson, Christine Hall
wiley   +1 more source

Children's food activism: Reflections on knowledge and responsibility

open access: yesBritish Educational Research Journal, Volume 52, Issue 4, Page 2408-2427, August 2026.
Abstract Children as activists have become more prominent in recent years. Their activism is manifest in relation to conspicuously political topics such as Black Lives Matter, voting rights, being able to air their views or protesting against injustices related to race, culture and other identities. Less often, if at all, do children engage politically
Sharon Hunter   +7 more
wiley   +1 more source

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