Education

Specialist resource centers (a form of “Inclusion Base”) within mainstream secondary schools may be linked to stronger academic progress, improved attendance, and a greater sense of belonging for autistic pupils, according to a new three-year […]

Generative AI (GenAI) has significant potential to boost girls’ confidence, agency, and participation in STEM subjects—but new research shows that realizing such potential depends on how teachers use GenAI in the classroom. The findings are […]

When considering the challenges faced by children with developmental language disorder (DLD), it’s natural to think of difficulties they have in understanding and using language. What tends to get overlooked, however, is how the disorder […]

David Cutler is in the spotlight for his work on a tasty-sounding mathematics problem. In January, the New York Times featured a research paper authored by Cutler and Neil Sloane, the founder of The On-line […]

Who among us hasn’t put off doing something we know we need to do while scrolling through just a few more TikToks, Instagram reels or YouTube shorts? New research from the William Allen White School […]

A new study from researchers at University of North Carolina at Chapel Hill finds that middle and high school students spend nearly one-third of the school day on their smartphones, checking them dozens of times, […]

When scientists employ generative AI tools like ChatGPT to help with tasks such as editing and translation for their academic writing, many journals now ask them to disclose this assistance. The rules are intended to […]

Students using AI to cheat on homework or tests is a source of much discussion. But some scholars argue the greater risk of students using AI is that they will simply not learn.This article is […]

Children as young as seven begin to internalize stereotypes about who is more or less likely to pursue occupations related to science, technology, engineering and mathematics (STEM)—beliefs that may influence career choices as they approach […]

Nearly 25% of teachers report receiving no training on how to support neurodivergent pupils, and most of those who did describe it as brief and limited in scope, according to new research from York St […]