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What do we want from work - and how can we get it? Jennifer Howard-Grenville introduces the ̽��ֱ��'s new partnership with KPMG on the future of work, which will start by addressing mental wellbeing in the workplace. 

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.

Children who learn to play well with others at pre-school age tend to enjoy better mental health as they get older, shows. ̽��ֱ��findings provide the first clear evidence that ‘peer play ability’, the capacity to play successfully with other children, has a protective effect on mental health.

A group of education specialists are urging researchers to challenge the “structures and regulations” which define academic scholarship, arguing that different approaches are needed in an age of climate change, COVID-19 and rising populism.

Parents influence children’s attitudes to languages far more than their teachers or friends, research finds. This implies that efforts to reverse the national decline in language-learning need to target families as well as schools, researchers say.

A trial in which trainee teachers who were being taught to identify pupils with potential learning difficulties had their work ‘marked’ by artificial intelligence has found the approach significantly improved their reasoning.

A new guide calls for a broader approach to teaching Latin, one that draws on modern languages education, involving speaking, music and storytelling.

Analysis of a results-based-financing programme for education aid in Ethiopia finds that multiple aspects of the arrangement were unfit for purpose from the start and could undermine education reforms.

NRICH spent the last two years in emergency rescue mode, helping learners in lockdown. Its online resources attracted over a million page views per week. Now celebrating their 25th anniversary, the NRICH team is more determined than ever to nurture our next-generation problem solvers.

̽��ֱ��tiny minority of state-educated students who take Ancient History at GCSE worry that the subject’s exclusive reputation will brand them ‘elitist’ in the eyes of friends and relatives, research suggests.