University students today face a confusing mix of messages about failure. They hear from a variety of sources, sometimes including educational institutions, that it’s a normal part of learning, yet they move through systems where […]
Specialist resource centers (a form of “Inclusion Base”) within mainstream secondary schools may be linked to stronger academic progress, improved attendance, and a greater sense of belonging for autistic pupils, according to a new three-year […]
Generative AI (GenAI) has significant potential to boost girls’ confidence, agency, and participation in STEM subjects—but new research shows that realizing such potential depends on how teachers use GenAI in the classroom. The findings are […]
Employment can be a powerful gateway to independence, dignity, and belonging. Yet for individuals with intellectual and developmental disabilities (IDD), that gateway remains limited. Although work supports better health, social connection, and a sense of […]
When considering the challenges faced by children with developmental language disorder (DLD), it’s natural to think of difficulties they have in understanding and using language. What tends to get overlooked, however, is how the disorder […]
Who among us hasn’t put off doing something we know we need to do while scrolling through just a few more TikToks, Instagram reels or YouTube shorts? New research from the William Allen White School […]
A new study from researchers at University of North Carolina at Chapel Hill finds that middle and high school students spend nearly one-third of the school day on their smartphones, checking them dozens of times, […]
When scientists employ generative AI tools like ChatGPT to help with tasks such as editing and translation for their academic writing, many journals now ask them to disclose this assistance. The rules are intended to […]
Students using AI to cheat on homework or tests is a source of much discussion. But some scholars argue the greater risk of students using AI is that they will simply not learn.This article was […]
Children as young as seven begin to internalize stereotypes about who is more or less likely to pursue occupations related to science, technology, engineering and mathematics (STEM)—beliefs that may influence career choices as they approach […]
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