According to a survey (Teach the Future), 70% of UK teachers say they are not adequately prepared to teach about climate change, thus, carefully designed professional development (PD) for teachers is vital. (read more)

All young people's well-being, regardless of where they live, their race, gender, or social class, is essential for personal and professional success. (read more)

Recent social movements have catapulted the issue harmful masculinities into the forefront of public consciousness. Men also experience violence, yet this is overwhelmingly perpetrated by other men. This research seeks to form a network of practitioners, artists and academics to talk about boys, men and masculinity. (read more)

How we think about time - and use time to think with – matters. This ‘temporal imagination’ shapes our understanding of the world, how it might change and influences what we value. What would an educational approach to time look like? (read more)

What are young peoples views on the constructions of gender within the school environment? How do these manifest themselves in everyday interactions with teachers and peers? This research seeks to explore the construction of gender within schools and its implications for forming healthy relationships and gender-based violence among young people in England and Ghana. (read more)

In the Including the Excluded project, this meant looking at the experiences of pupils who had been excluded from school during the pandemic. How are these young people experiencing education now? How has expulsion impacted their mental health, social connectedness, and emotional wellbeing? And crucially, what are excluded pupils’ educational and wellbeing needs now we’re returning to face-to-face learning? (read more)

(read more)

Why aren’t children from Hartcliffe ‘on the buses’? Prompted by the experiences of children in Hareclive, this project uses arts-led methods to explore this important question, understanding the effects of “bus immobility” on the children of Room 13. It provides evidence to assess and challenge bus and transport policy in Bristol and beyond. (read more)

What support do young people of diverse backgrounds need to deal with the climate and ecological emergency in their own way? This research explores how a process of learning, led by marginalised young people, can enable their voices to be heard in this sphere. (read more)