Social justice

Our research focuses on how pedagogy can be improved for all children but particularly those living in disadvantaged circumstances.

HHCP research seeks to address inequalities and injustices that may prevent children’s progress in education, including those related to the disparities in experience arising from the Covid-19 pandemic. 

Our research on social justice:

• Food banks in early years settings
• Food banks in schools: exploring the impact on children’s learning
• Schools never shut: the extraordinary lengths teachers have been going to in supporting children during lockdown
• Evidence Submission to the House of Commons Education Committee on the impact of COVID-19 on education and children’s services
• Choosing welfare over worksheets and care over ‘catch-up’: teachers’ priorities during lockdown
• Supporting primary learning during the COVID-19 outbreak - IOE coffee break
• Why nursery schools are a secret weapon in the fight against inequality
• Why nursery are schools are essential
• Westminster and Schools are Increasingly Worlds Apart
• Evidence Submission to the House of Lords Life Beyond Covid Inquiry
• Primary school testing will do more harm than good
• The use of the Phonics Screening Check in Year 2: The views of Year 2 teachers and headteachers (pdf) - covered by Nursery World and the Telegraph
• The role of teaching/classroom assistants during the COVID crisis
• ‘School choice’ policies are associated with increased separation of students by social class
• A frontline service? Nursery Schools as local community hubs in an era of austerity.