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Why are so many graduates shunning teaching? Pay – but not bonuses – could be the answer

Professor Stephen Gorard and Professor Beng Huat See from our School of Education explain how their research suggests that rather than putting money into bonuses for new teachers, the government should focus on improving the overall financial rewards of teaching to increase the number of applications to teacher training.
Group of students talking

Helping schools face the challenges of staff recruitment and retention

Our researchers at the School of Education have contributed to a series of reports aimed at helping schools in disadvantaged areas attract and retain high-quality teachers.
A female teacher talking to a classroom of pupils with their hands raised

Should you send your child to an academy or a council-run school? Why Ofsted results don’t mean much

Should you send your child to an academy or a council-run school? Stephen Gorard, Professor of Education and Public Policy, in our School of Education, explains why Ofsted results are not that useful to parents when making this decision.
Primary school children in a classroom

I spent the last six months travelling alongside commuter students. Here's what I learned

New research from the Sutton Trust suggests that more undergraduate students than previous years could be living at home and commuting to university, yet conversation is lacking around UK commuter students in our current post-COVID climate and on-going cost of living crisis. Emma Maslin, a PhD researcher in our School of Education, spent time with student commuters to find out more about their experiences.
The inside of a bus; passengers are sitting on seats and standing holding the rail

Grammar school system does not boost grades and could be detrimental to some

New research involving our Evidence Centre for Education has found no obvious difference in GCSE grades between regions in England who use a selective grammar-school system and those that don’t and suggests that the chances of scoring the top GCSE grades are lower in grammar-school areas.
Image showing students and teacher in classroom setting

Study reveals ethnic disproportion between teachers and pupils in England

Our Evidence Centre for Education (DECE) has analysed the ethnic disproportion between students and teachers in English schools.
A child with their hand raised in a classroom with a teacher in the background in front of a blackboard

Poorer pupils do worse at school – here’s how to reduce the attainment gap

Professor Stephen Gorard from our School of Education explains what the poverty attainment gap is and how we can reduce it.
Students in a classroom.

Ofsted inspections cause teachers stress and aren’t backed up by strong evidence – things could be done differently

Dr Karen Jones from our School of Education explains the downfalls of the Ofsted system.
sad teacher

Durham and Newcastle universities become partners to provide teacher training in North East England

Durham University and Newcastle University are entering into a new partnership to support the delivery of Initial Teacher Training (ITT) in North East England, opening up exciting opportunities for the future training of teachers in the region.
A stack of books photographed showing the spines of the books

Schools and teachers are as important as policy in the promotion of quality and equity in education

Professors emeriti in our School of Education Mike Fleming and Michael (Mike) Byram examine the importance of quality and equity in education policy.
A male teacher smiling at two primary school pupils sitting at a desk in a classroom

Supporting teacher training in India

Experts from our top-rated School of Education, in association with the Indian Institute of Science Education and Research (IISER) Pune, have undertaken a unique training programme for teachers in India on ‘hands on-minds on-effective teaching and learning of science.’
IISER India

Fellowship honour for two leading academics

We’re celebrating the news that Professor Deborah Riby from our Department of Psychology, and Associate Professor Nadia Siddiqui from our School of Education, have both been elected to Fellowship of the Academy of Social Sciences, in recognition of excellence in their respective fields, and their wider contributions to the social sciences for public benefit.
Image of Professor Deborah Riby and Associate Professor Nadia Siddiqui