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An improved vision for wellbeing education should replace the over-simplistic approaches currently employed in many schools, such as happiness lessons, which risk creating an “atmosphere of toxic positivity” for pupils, experts say.

Young people who consider themselves ‘multilingual’ tend to perform better across a wide range of subjects at school, regardless of whether they are actually fluent in another language, new research shows.

̽��ֱ��policy framework that supposedly guides education for pupils with Profound and Multiple Learning Disabilities (PMLD) is setting expectations and goals which are often completely at odds with their capabilities and lives, a study says.

Adding extra classroom time to the school day may only result in marginal gains for pupils who have lost learning during the COVID pandemic, a study says.

Children as young as seven apply basic laws of physics to problem-solving, rather than learning from what has previously been rewarded, suggests new research from the ̽��ֱ�� of Cambridge.

Making eye contact with an infant makes adults’ and babies’ brainwaves ‘get in sync’ with each other – which is likely to support communication and learning – according to researchers at the ̽��ֱ�� of Cambridge.

Daphne Martschenko (Faculty of Education) discusses the concept of intelligence and the drive to identify and quantify it.

Have you lost your house keys recently? If so, you probably applied a spot of logical thinking. You looked first in the most obvious places – bags and pockets – and then mentally retraced your steps to the point when you last used them.

New research into the way in which we learn new skills finds that a single skill can be learned faster if its follow-through motion is consistent, but multiple skills can be learned simultaneously if the follow-through motion is varied.

Our brains are plastic. They continually remould neural connections as we learn, experience and adapt. Now researchers are asking if new understanding of these processes can help us train our brains.