The UK government’s recently published proposed education reforms include measures to improve teacher recruitment, student achievement and belonging at school. Education experts, including Professor Stephen Gorard from our School of Education, share their thoughts on the proposals.

A major study has found that specific learning difficulties (SpLDs) like dyslexia are not being identified equally among school pupils in England.

Comparative and International Education Society's Higher Education SIG has named 'The Time Inheritors' Best Book in their 2026 Publication and Travel Awards.

A three-year national pilot has shown that embedding teaching for creativity in classrooms can transform teaching practice, improve student engagement, and help rekindle teachers’ passion in their profession.

Dr Cora Lingling Xu from our School of Education argues that social inequality in education isn’t just about financial resources but also time inheritance, where some students start life with a cushion of time to explore opportunities while others begin with a deficit that forces them into rushed decisions and extended labour before they can pursue further study.

Congratulations to Dr Evelyn Mary-Ann Antony, a PhD student in our School of Education, who has won a prestigious award for her research in child psychology.

Researchers in our School of Education are launching a new project to strengthen digital inclusion and address longstanding digital inequalities across North East England. 

The quality of teaching and learning that our students enjoy at Durham has been recognised at a global awards ceremony.

Imagine a busy classroom with children hearing and interpreting lots of sounds around them. PhD student, Katherine Collier, from our School of Education has looked at the academic impact on children with mild and unilateral hearing loss.

All secondary-age school pupils in year eight (aged 12 and 13) in England will be required by the government to take a reading test. The declared purpose is to help drive up reading standards so that “everyone can thrive”. Stephen Gorard, Professor in our School of Education, explores whether this additional test is a good idea.

A leading Member of Parliament (MP) will discuss how to solve the ‘crisis’ in how mainstream schools cater for children with special educational needs and disabilities (SEND) when she speaks on campus in October.

Dr Johny Daniel, Associate Professor in our School of Education, explores what the UK government could do to ensure that children with special educational needs receive the support they need in mainstream schools.