Too many students drop out of A-levels – here’s how to help them pick a course they’ll stick withNigel Newton, Cardiff Metropolitan University
How political leanings affect views on academic freedom – new researchSteven David Pickering, Brunel University of London; Martin Ejnar Hansen, Brunel University of London, and Yosuke Sunahara, Kobe University
The House of Lords has voted to stop under 16s using social media – what happens now?Daniel Gover, Queen Mary University of London
Why the establishment of a national school for civil servants mattersMatthew Flinders, University of Sheffield; Ian C Elliott, University of Glasgow, and Rebecca Riley, University of Birmingham
I research the harm that can come to teenagers on social media. I don’t support a banEmily Setty, University of Surrey
Evidence for link between digital technology use and teenage mental health problems is weak, our large study suggestsQiqi Cheng, University of Manchester and Neil Humphrey, University of Manchester
How realistic is Mattel’s new autistic Barbie?Aimee Grant, Swansea University and Rebecca Ellis, Swansea University
The academic study of politics is failing disabled people – with real-world consequencesDavid Alexander, University of Glasgow
Developmental language disorder can have life-long effects – and it’s easily missed in multilingual childrenTeresa Garrido-Tamayo, Newcastle University; Carolyn Letts, Newcastle University, and Laurence White, Newcastle University
How to share books with children to help them love readingJamie Lingwood, Liverpool Hope University and Emma Vardy, Nottingham Trent University
Want to read more? Two experts give their tips on what you can doPaty Paliokosta, Kingston University and Alison Baverstock, Kingston University
Climate education proposals will prepare young people in England for changing careers and societyAndrew Charlton-Perez, University of Reading and Charlotte Bonner, University of Gloucestershire
Teenagers are preparing for the jobs of 25 years ago – and schools are missing the AI revolutionIrina Rets, The Open University
England’s synthetic phonics approach is not working for children who struggle to readDominic Wyse, UCL
Women are still absent from how history is taught and assessed in EnglandNatasha R. Hodgson, Nottingham Trent University
Will Scotland’s planned four-day week for teachers work?Beng Huat See, University of Birmingham and Daniel Wheatley, University of Birmingham
High-stakes tests are common in England’s schools – and they’re linked to a fear of failureCarolyn Jackson, Lancaster University and Mieke Van Houtte, Ghent University
England’s national curriculum review misses opportunity to revitalise language learningJoseph Ford, School of Advanced Study, University of London
Teacher recruitment and retention are separate issues – they need tackling in different waysEmily MacLeod, UCL
How coaching could help solve the UK’s teacher crisisLaura Nicole Rees-Davies, Cardiff Metropolitan University
The big higher education question in 2026 ought to be: what are we preparing young people for?Lucy Gill-Simmen, Royal Holloway, University of London
UK to re-join Erasmus+ – here are six benefits of the European exchange schemeSascha Stollhans, University of Leeds
Visible for diversity, invisible in research: the burdens Black female academics face in universitiesYaz Iyabo Osho, University of Westminster and Naomi Alormele, University of Northampton
How UK universities are failing mothers on their staffJonathan Lord, University of Salford; Evelyn Oginni, University of Salford, and Guoxin Ma, Royal Agricultural University
Streamlining what universities offer could backfire for disadvantaged studentsDavid Allan, Edge Hill University
Online ‘brainrot’ isn’t ruining children’s minds – it’s a new way of navigating the modern internetOli Buckley, Loughborough University; Lilly Casey-Green, Loughborough University, and Patrick Scaife, Loughborough University
Five myths about learning a new language – bustedAbigail Parrish, University of Sheffield and Jessica Mary Bradley, University of Sheffield
English lessons shouldn’t be an immigration test – why the UK’s new policy risks deepening exclusionDeclan Flanagan, Dublin City University and Mike Chick, University of South Wales
Violence against women and girls: four key takeaways from a strategy that aims to change societySophie King-Hill, University of Birmingham