̽��ֱ��

Keeping schools open from September should be a Government priority as it manages the COVID-19 pandemic, while closures could have severe social and economic effects that endure for decades, according to a new report.

Support for bereaved children in schools is patchy and inadequate, and teachers feel they lack the skills to help, according to a report from the Faculty of Education.

Researchers in Cambridge’s Faculty of Education are working with teachers to improve the experience of learning in the East of England – and boost pupils’ life chances.

As the world around us increasingly divides into ‘us and others’, the ̽��ֱ�� of Cambridge Primary School is taking part in a new research project to help children discover for themselves that far more unites us than divides us.

More than just an outstanding Ofsted rating sets the ̽��ֱ�� of Cambridge Primary School apart: it places research at its heart, informing education practice and furthering research at Cambridge’s Faculty of Education and elsewhere.

Adolescents with obsessive-compulsive disorder (OCD) have widespread learning and memory problems, according to research published today. ̽��ֱ��findings have already been used to assist adolescents with OCD obtain the help they needed at school to realise their potential – including helping one individual go on to university. 

Half the children in Africa miss out on school and basic learning as a result of poverty, gender or disability. While major efforts are being made to reverse this situation, Cambridge researchers are working with NGOs on the ground to ask what works, why and how much it costs.

From January 2017, East Anglia’s five Higher Education Institutions, working in close partnership with the region’s Further Education Colleges and other stakeholders, will start to deliver a major Government-funded collaborative outreach programme, the Network for East Anglian Collaborative Outreach (NEACO).

̽��ֱ��first study to look at the impact of the relationship with teachers on adolescent behaviour finds that a positive teacher-student relationship can be as effective as anti-bullying programmes at improving wellbeing in young people.