Resource Library

• 23 September 2024

New evidence from our partners, Refugee Education UK (REUK), highlights why so many child and teenage refugees in the UK remain in education limbo — unable to secure a school place and often too young to access further education. The Guardian published an article based on this important report.

UCL Institute of Education (IoE), with The Bell Foundation, have published a policy briefing and research into the education and employment outcomes of young people who use English as a second or additional language.

The Bell Foundation has published a report which draws on teachers’ perceptions based on their observations of pupils’ interactions, work and behaviour in class, collected through the National Foundation for Educational Research Teacher Omnibus Survey Spring 2021 (NFER, 2021).

The University of Oxford, with The Bell Foundation and Unbound Philanthropy, have published a report which is the fourth and final in the research programme which investigated the relationships between English as an Additional Language (EAL), Proficiency in English and the educational achievement of EAL learners at school.

This research aims to investigate the extent to which Initial Teacher Education programmes in England are preparing student teachers to meet the language and literacy needs of EAL learners.

This project's aim was to identify background information required to understand the education needs of pupils from the new migrant Roma communities and bring together best practice and practical strategies to help meet these needs.