England is experiencing a teacher recruitment and retention crisis which has only worsened since the COVID-19 pandemic. One-third of teachers leave before they have completed five years. This paper discusses the results of a small-scale study completed with six inner-London secondary teachers which focuses on their everyday experiences in these…

This article presents the findings of an international comparative multiple-case study that examined the sudden change from classroom to remote online teaching during the COVID-19 pandemic. The study specifically explored the experiences of teachers in Northern Finland, England, and Norway, seeking to provide new information about the education…

This paper considers wellbeing in the context of those working in the further education (FE) sector in England and how this has been affected by the COVID pandemic. There has been a growth of research into the impact of the pandemic on the workforce in the higher education sector and some considerations for schools. However, research that examines…

Purpose: There is an urge worldwide that school leaders' mental health and well-being must be prioritised within the education recovery at the local, national and global policy levels. This research identified the intentional well-being practices that school leaders cultivated as they faced unprecedented challenges during the COVID-19 pandemic.…

Transnational routes such as direct-entry have become a more attractive option for Chinese students, due to the pandemic-imposed travel restrictions in China. The rise of Chinese direct-entry students can potentially lead to a significant increase in demand for academic and non-academic support not only after their arrival, but also before their…

The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can draw out their relational experience and knowledge about wellbeing in the classroom. Twenty…

Statistically robust evidence that the pandemic (C19) has had an adverse impact on academic research carried out in Universities is limited. The new results presented are based on a survey of Business School academics who were entered into the Research Excellence Framework (REF) 2021 assessment of research quality, confirming that C19 had a major…

The COVID-19 pandemic caused unprecedented disruption to education systems around the world. In England, as part of the government's response to the pandemic, schools and colleges were closed and lessons were moved partially or entirely online. Furthermore, public examinations in June 2020 were cancelled, meaning that methods had to be developed…

Since 2010, government policy in England has positioned further education almost exclusively as employment-orientated training for school leavers whilst also imposing severe budget cuts. During this period, values-based pedagogies that foreground social justice for students, many of whom come from low-income households, have been undermined.…

Since the start of the COVID-19 pandemic, there has been a surfeit of information and misinformation in the media about it. The lockdown in England meant that schools were closed from March to June, meaning that students had limited access, in school, to ask questions and discuss the biology of the novel virus (SARS-CoV-2) or the impact of the…

Drawing on interview data with school staff and parents from seven primary schools across England, this paper explores how schools and homes worked together during the Covid-19 pandemic, and the impact this had on their relationships with one another. Given that research before the pandemic has indicated that much of the communication taking place…

This study investigates the impact of the COVID-19 pandemic on pupils and the potential value of outdoor learning (OL) as a strategy to overcome some of the challenges educators face in helping their pupils get 'back on track'. Interviews with nine primary school staff in the South West of England explored the impact of the pandemic on pupil…

COVID-19 impacted all aspects of children's lives. Research showed that teachers were most concerned about Communication and Language, and Personal, Social and Emotional Development, two of the three Prime Areas of the Early Years Foundation Stage which underpin all learning. The pandemic had a significant impact on early years settings.…

This small-scale qualitative research project is located within post-compulsory education in England and explores some of the strategies and responses employed by three initial teacher educators to carry out their professional role while responding to the COVID-19 pandemic. The central argument is that teacher identity was significant as a…

This paper presents findings from a series of focus group interviews with three groups of professionals in England, in the period immediately preceding the COVID-19 global pandemic, on the information needed by professionals to support migrant children with special educational needs (SEN) in the English education system. The data gathered were…