March 2022

Reference Title
EPRS 21/22 61 Research Review Series: PE

The latest in a series, this report from Ofsted explores the literature relating to the field of PE to identify factors which can contribute to high-quality school PE curricula, assessment, pedagogy, and systems.

EPRS 21/22 62 Inclusive Britain: Government Response to the Commission on Race and Ethnic Disparities

This is the government’s response to the report by the Commission on Race and Ethnic Disparities, sometimes known as the Sewell report, which was published in March 2021.

EPRS 21/22 63 Illicit Use of Drugs in Universities: Zero Tolerance or Harm Reduction

This report from the Higher Education Policy Institute (HEPI) argues against a zero tolerance approach to illicit drug use at universities.

EPRS 21/22 64 Multilingual Young People’s Reading in 2021

This report from the National Literacy Trust compares reading competencies and habits of EAL learners and their non-EAL peers.

EPRS 21/22 65 Grammar and Writing in England’s National Curriculum

This report from researchers at the Institute of Education evaluates a new approach to teaching grammar and writing called Englicious and explores whether the grammar requirements of the National curriculum enhance pupils’ writing skills.

EPRS 21/22 66 Parental Social Class and GCSE Attainment: Re-reading the Role of Cultural Capital

This paper in the British Journal of Social Education takes a fresh look at the roles of parental social class and cultural capital in inequalities in outcomes at GCSE.

EPRS 21/22 67 Living Black at University

This research, commissioned by Unite Students and carried out by Halpin Partnership, explores the experiences of Black students across university accommodation and private halls of residence.

EPRS 21/22 68 Navigating the Road of Adolescence

This report by Dr Simon Walker from STEER Education explores the impacts of the pandemic on young people’s mental health and their rates of recovery.

EPRS 21/22 69 The Impact of COVID-19 on Pupil Attainment

This report from the National Foundation for Educational Research analyses general trends in the data across several studies investigating the impact of COVID-19 on educational attainment in England from March 2020 onwards.

EPRS 21/22 70 COVID-19 and disadvantage gaps in England 2020

This report from the Education Policy Institute explores whether students with certain characteristics or in certain areas fared more favourably or lost out relative to their peers in 2020 under the CAG (Centre Assessed Grades) system.

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