• Are there different developmental trajectories of cognitive, emotional, and social skills for different types of SEND, and if so, what does this mean for classroom pedagogical practice?
Background
Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; health and wellbeing both in and out of school; school belonging and engagement; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)
Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest
Next steps
Get in touch with research.engagement@education.gov.uk
Related UKRI funded projects
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Early Learning Abilities Promoting Success in Education (ELAPSE): Findings from the Millennium Cohort Study and directions of a new longitudinal study
Despite the wide acknowledgment that adverse early life conditions negatively influence cognitive development (e.g. longitudinal UK data Feinstein, 2003; Jerrim & Vignoles, 2013; Schoon, Hope, Ross, & Duckworth, ...
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Why might this be relevant?
The project aims to investigate the developmental mechanisms by which children's early learning skills and life conditions result in different later educational outcomes, which directly relates to the question about developmental trajectories of cognitive, emotional, and social skills for different types of SEND.
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School Readiness: Connecting Viewpoints on Child and Family Well-being and Identifying Commonalities Across Diverse Groups
Children's success in the early school years hinges on both cognitive (e.g., mental flexibility, over-riding impulses, holding information in mind) and social (e.g., understanding others' thoughts and feelings) aspects o...
Funded by: ESRC
Why might this be relevant?
The project aims to investigate links between children's wellbeing and success in the first years of primary school, which directly relates to the question about developmental trajectories of cognitive, emotional, and social skills for different types of SEND.
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POLICIES AND PRACTICES BASED ON SCIENTIFIC RESEARCH FOR REDUCING UNDERACHIEVEMENT AND EARLY SCHOOL LEAVING IN EUROPE
Reducing underachievement in basic skills and Early School Leaving (ESL) rates is at the core of the strategic and political priorities for the European Commission. This has become even more critical in a post-pandemic e...
Funded by: Horizon Europe Guarantee
Why might this be relevant?
The project focuses on reducing underachievement and early school leaving, which is related to the broader question of developmental trajectories and classroom pedagogical practices for different types of SEND.