COVID-19 microbriefing 4: Consolidating evidence of the impacts of COVID-19 on children and young people
Evidence concerning the adverse impacts of COVID-19 on children and young people in Scotland
Climate Justice and Adult Learning and Education
The PIMA Network has dedicated its 39th Bulletin to the topic of Climate Justice and Adult Learning and Education (ALE).
Children’s Neighbourhoods Scotland Annual Report 2020-2021
Children’s Neighbourhoods Scotland (CNS) has published its 2020-2021 annual report.
Teachers’ experiences in lockdown
The Network for Social and Educational Equity has worked with educational practitioners to find out more about their experiences of working through the second school buildings lockdown.
What is the best way to reopen schools safely? Reflections from Scotland
The process of evidence-based policymaking in decisions regarding education in Scotland during the COVID-19 pandemic.
Place and collective impact: Implications for leadership
Why we urgently need to develop new ways of working to tackle the range of issues around inequality and disadvantage that negatively impact children and young people.
Latest Scottish Government advice for in-person learning published
The Scottish Government has published two new documents related to the return to in-person learning in schools and early learning and childcare (ELC) settings.
Scottish Government advice on phased return to in-person learning in schools and early learning and childcare (ELC) settings
This Scottish Government paper provides an overview of evidence relating to the state of the epidemic in Scotland and offers advice on the phased return to in-person learning in schools and ELC settings.
Scottish Government equity report examines school closure impact
The Scottish Government’s equity audit examines the impact of COVID-19 on children from disadvantaged backgrounds, focusing particularly on the closure of the school buildings.
Achieving equity post-COVID-19?
Paper exploring some of the key medium and longer-term considerations for educational decision makers who are attempting to create more equitable education systems post-pandemic.