How can schools (and therefore teaching staff) effectively engage with research to inform practice in meaningful ways? As both an education leader and doctoral researcher, I often ponder this question.
My journey as a PhD student, exploring child poverty in schools, has only deepened my appreciation for curiosity, critical thinking, and the necessity of making research widely accessible to educators.
However, when the term "research" arises in school contexts, reactions can fall into two distinct camps. For some, the self-described "research geeks", it sparks genuine excitement. For others, especially those navigating the intense demands of their roles, it can provoke disengagement or even cynicism.
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