'Extra classroom time may do little to help pupils recover lost learning after COVID-19'

Univeristy of Cambridge - Vaughan Connolly

DOI: 10.14324/LRE.19.1.17

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28 May 2021 (Article)

Measuring the GCSE scores among year 11 students in 2800 schools in England, the findings suggest that increasing classroom time for an hour could only produce moderate improvement. Rather, the researchers suggest a more targeted teaching method to account for the students' learning needs, which were aggravated by Covid.


'Poor children are being ‘failed by the system’ on road to higher education in lower-income countries'

Univeristy of Cambridge - Sonia Ilie, Pauline Rose, Anna Vignoles

DOI: 10.1002/berj.3723

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7 April 2021 (Article)

This research examined the wealth status and education attainment among 3500 teenagers in Ethiopia, India, Peru and Vietnam. The results suggested the wealthiest students were 30% more likely to enter tertiary education compared to the poorest ones. Such a pattern was not a product of difference in ability but socio-economic status, given that the disparity was manifested to a larger extent as children of the same potential progress to higher educational levels. Therefore, interventions targeting wealth gap should be implemented at an early age to tackle such disparity.

Math Exercises

'Video-led feedback programme reduces behaviour problems in children as young as 12 months'

University of Cambridge - Christine O’Farrelly et al.


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16 March 2021 (Article) 

Parents who received video-feedback of their interaction with their toddlers was found to effectively improve their parenting ability and lower the risk of developing challenging behaviours among toddlers aged one to two. Such an intervention seems to have massive practical implications for parenting programmes.

Mother Playing with Baby

'Smacking young children has long-lasting effects'


DOI: 10.1016/j.chiabu.2020.104890

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13 January 2021 (Article) 

Researchers studying childhood negative experience between the ages 3 to 14 have revealed long-term psychological effects on personal development. Children experiencing frequent corporal punishment tend to internalize problems, leading to greater risk of loneliness, anxiety and lack of confidence. Also, children with such experience are prompted to exihibit behavioural problems at age 14.

Drawing Face

'Significant increase in depression seen among children during first lockdown'

University of Cambridge 

DOI: 10.1136/archdischild-2020-320372

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08 December 2020

Children in Yoga Class

'Emotional words are easier for young children to learn'

UCL-led study 

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20 August 2020

Happy Children

'Physical activity may help to close the wealth gap in school attainment by improving self-control'

Univeristy of Cambridge - Fotini Vasilopoulos, Michelle R. Ellefson

DOI: 10.1371/journal.pone.0250984

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20 May 2021 (Article)

Researchers have found that physical activity has a positive knock-on effect for academic performance. Furthermore, the results suggested the disadvantaged children often lack the chance to participate in sports, calling schools to pay more attention to enable students for physical activities rather than increasing classroom time in post-Covid period.


'Opinion: Pandemic babies - how Covid-19 has affected child development'

UCL - Sunil Bhopal, Pasco Fearon

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11 March 2021 (Article) 

Receiving adequate social interaction and proper parenting is a massive challenge for babies born after lockdown in March 2020. Given the first few years of development is vital to one's personal growth, more longitudinal researches are needed to observe the long-term effects of the pandemic on one's development.

Baby with Stethoscope

'Teaching pupils empathy measurably improves their creative abilities, study finds'

University of Cambridge - Helen Demetriou, Bill Nicholl

DOI: 10.1177/1365480221989500

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3 February 2021 (Article) 

The study working with two London secondary schools have revealed a significant improvement in creativity scores among pupils after applying a set of thinking tools compared to normal curriculum. This is accompanied by an increase in (cognitive) empathy and perspective-taking.

Creative Thoughts

'Learning boosts happiness more than rewards do'


DOI: 10.7554/eLife.57977

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05 January 2021 (Article) 

Researchers in the eLife study revealed that participants' happiness depends not on the size of the rewards (e.g. monetary incentives) but whether they were able to predict the outcomes via the learning from experiences.

Distance Learning

'Research shows a link between the home environment and children’s development of self-regulation' 


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17 December 2020

Children's Play Space

'Responses needed for the first UK national survey supporting evidence for Attachment Interventions'

UCL and University of York

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5 March 2020

Parent and Child at the Supermarket