A major new study will provide the first national picture of how often pupils with special educational needs and disabilities (SEND) are referred for, and diagnosed with, mental health conditions such as depression, anxiety and stress-related disorders.

Researchers from our School of Education are part of a new €4.4 million project aimed at improving the mental health of young people across Europe.

Our researchers have helped hundreds of people across North East England take confident steps into the digital world through the Trusted Connections project.

We’re delighted to welcome Dr Cora Lingling Xu as the new Director for our Intercultural Communication and Education (ICE) programme.

A major study has revealed that where a child goes to school plays a role in whether they get diagnosed with a specific learning difficulty or not. Lead author, Dr Johny Daniel explains.

In our new ‘Spotlight on’ series, we’re highlighting how our researchers are leading their field and transforming lives. Professor Stephen Gorard, from our School of Education, is a pioneer in evidence-informed improvements to educational opportunities.

We have been ranked 66 in the prestigious QS World University Rankings by Subject.

Many congratulations to Associate Professor Dr Cora Lingling Xu on winning a British Academy SHAPE Involve and Engage award for her project titled: 'Time Inheritance: Mapping Inequalities, Co-Creating Futures'!

The UK government’s recently published proposed education reforms include measures to improve teacher recruitment, student achievement and belonging at school. Education experts, including Professor Stephen Gorard from our School of Education, share their thoughts on the proposals.

A major study has found that specific learning difficulties (SpLDs) like dyslexia are not being identified equally among school pupils in England.

Comparative and International Education Society's Higher Education SIG has named 'The Time Inheritors' Best Book in their 2026 Publication and Travel Awards.

A three-year national pilot has shown that embedding teaching for creativity in classrooms can transform teaching practice, improve student engagement, and help rekindle teachers’ passion in their profession.