Welcome to our news and blogs. Here you’ll find the latest developments and insights from across our four longitudinal studies.
Families across England are set to make history from next week as they join the first new national birth cohort study of babies to be launched in more than two decades, at a time of huge significance for the country as it emerges from the COVID-19 pandemic.
Around 12 per cent of school leavers born in 1990 faced challenges, such as extended periods of unemployment and job instability, compared to only 4 per cent of those born three decades earlier
Girls from well-off families are just as likely to study Science, Technology, Engineering and Maths (STEM) subjects as boys – but gender divides persist for less affluent young people.
This research project provides empirical evidence on curricula delivery variation in the UK and institutional differences through analysis of Next Steps and linked National Pupil Database data.
The educational expectations of Indian pupils in England are considerably greater than those of white pupils at age 16, according to new research.
New research from the University of Bristol suggests that Muslim women are more likely to be unemployed than white Christian women, even when they have the same qualifications and language abilities.
Girls who take on part-time work whilst studying could potentially be damaging their chances of GCSE success.
Professor Alissa Goodman has been appointed director of the Centre for Longitudinal Studies (CLS) at the same time the centre secures £17 million in funding for the years 2015 to 2020.
Should all children be allowed to delay their entry to school, or should that option only be available to those born in the summer?
Ten thousand fewer pupils are being bullied every day than 10 years ago, a major new study of secondary school pupils has revealed.
The aim of the research project was to enhance our understanding of disabled children’s early cognitive development and their subsequent educational transitions.
Primary school pupils with special educational needs are twice as likely as other children to suffer from persistent bullying, according to new research published by the Institute of Education (IOE), University of London.
Policymakers must focus on getting disadvantaged pupils’ performance above the average in order to improve social mobility, suggests a new study published by the Institute of Education (IOE), University of London.
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