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Exhausting, painful, lonely: The impact of Long Covid on children

Tens of thousands of children are suffering with Long Covid. In the first of two articles to help schools support children with Long Covid, Dr Sue Peters considers the impact of this mysterious and ...

Climate change and hope: Getting children outside

Getting children outside to enjoy nature and outdoor learning could be a key element in the fight against climate change, say Jacqui McDermid and Jo Gordon from the Natural Thinkers initiative

School gardening resources support Covid-secure outdoor learning

As increasing numbers of schools look to take learning outside during the pandemic, the Royal Horticultural Society (RHS) has published a new series of gardening ideas, activities and resources.

Toolkit helps schools to reduce the impact of poverty on children

A resource to help teachers and school staff to tackle the impact of poverty on children’s learning has been created by two child poverty charities.

It's not over: Covid 'rampaging' through our schools

The government may think that Covid has “disappeared from the scene”, but the illness is “rampaging” through our schools as cases nationally continue to rise.

Rise in absence as Covid variants hit

As Covid infections increase in the general population, staff and pupil absences have risen sparking renewed calls for the reinstatement of free Covid testing in schools.

Cleaning our schools: How long does Covid-19 last on different surfaces?

How long does Covid-19 last on different surfaces? How should we approach the cleaning of our schools and classroom resources to tackle the virus threat? What does the latest research say? And how ...

Back to School Guide: Education technology & remote education

In this 12-page Back to School Guide we consider what the technological legacy of the Covid-19 lockdown will be for schools, including the teaching and working practices that will continue, and ...

Covid: So, what do we do now?

With its decision to scrap all rules relating to Covid, the government once again has placed headteachers, school staff, and parents in an almost impossible position, says Chris Fabby

Cogito, ergo sum: Where next for critical thinking?

Both pupils and teaching colleagues must be allowed and encouraged to identify, analyse, and solve problems systematically, rather than be spoon-fed facts without questioning them, says Deborah Lawson