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Skip to 0 minutes and 16 seconds For a start, I’m telling students about it. I’m letting them know that learning is not fixed. Just because right now, they feel they really struggle in my subject, that that can and will change. And more than that, I share with them the brain scans. And what impact is that having? They start to believe what I’m saying. They start to believe in themselves and their potential. We’re involved in a development of leadership in a large scale research project across 17 schools in our area, looking at academic resilience. We based it on the Boingboing work from the university of Brighton. And we looked at supporting children to be more resilient, both in their learning and socially.

Skip to 0 minutes and 57 seconds We found this particularly had some impacts on individual children as well as groups as a whole. This was measured for us by master’s students from the University of York. And they found our children that really, really benefited from that attitude of I can do it.

Taking the research forward

Sometimes research may be new and there are not many other points of reference to support or contradict what we are being told. One way of seeing if something is effective in the classroom is by trying it out, this could be through an action research project, which is discussed further in the next step.

In the video above Mari and Eleanor talk about research in their schools. Eleanor was carrying out action research in her own class and Mari was involved in the whole school research. In this task we’d like you to think about what projects schools get involved in and projects that are relevant to you.


Take a look at some of the projects the Education Endowment Fund are involved in to find evidence of what works in the classroom.

Find one project that you would find useful for your own practice and in the discussion below say why. It could be a completed project that you would like to try in school, a project that is running now or one that is recruiting schools to contribute to the evidence base.

As you engage critically with the research you may identify practices you wish to try out, or come up with new questions to research yourself. In the next steps you’ll be introduced to the idea of action research.

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This video is from the free online course:

The Science of Learning

National STEM Learning Centre